Adolescence and Academic Well-being Parents, Teachers, and Students’ Perceptions

Abstract

• Investigates the relationship between adolescent emotions and academic well-being.

• Explores perceptions of adolescents, teachers, and parents concerning emotions and academic development.

• Highlights the learning environments, emotional vulnerabilities and the need for attention during adolescence.

Introduction

• Adolescence is a critical transitional stage between childhood and adulthood.

• Various psycho-sociological theories provide perspectives and reveal issues in adolescent development.

• Recognizes three stages:

  • Early adolescence (ages 10-13)

  • Middle adolescence (ages 14-17)

  • Late adolescence (ages 18-22)

• Highlights the emotional and social changes during middle adolescence, including increased peer interactions and potential family conflicts.

Factors Affecting Academic Performance

• Emphasizes the importance of a supportive environment in schools for conducive learning.

• Factors affecting academic achievement include:

  • Student factors

  • Family factors

  • School factors

  • Peer factors

• Adolescents may face violence and harassment which leads to negative academic outcomes.

Emotional Development During Adolescence

• Adolescents often cannot identify or articulate their emotions.

• Gaps exist between emotional understanding and academic pressures.

• Focus on private school students in Pakistan and the pressure they face (e.g., Cambridge O-Level system).

Research Questions

1. Consequences of emotions on the academic performance of adolescents (ages 14-17).

2. Impact of teachers on adolescent learning.

3. Effective strategies parents can employ for addressing emotional challenges in adolescents.

Literature Review

• Describes the changes during adolescence, including emotional, cognitive, and social aspect.

• Discusses various theories on adolescent development:

  • Freud's theory: Id, Ego, and Superego.

  • Erikson’s Identity vs. Role Confusion theory.

• Academic performance correlates strongly with emotional well-being and self-esteem.

• Parenting styles and socioeconomic factors influence adolescent behavior and academic performance.

Methodology

• Conducted qualitative research using a phenomenological approach to examine adolescent emotions and academic well-being.

• Sample involved:

  • Parents

  • Teachers

  • Adolescents

• Data were collected through focus group discussions conducted virtually due to the pandemic.

Findings

• Adolescents experience mood swings, identity exploration, and emotional disorders.

• Respondents indicated the necessity of understanding emotions for maintaining stable academic performance.

• Teachers and parents commonly view their role as guiding adolescents through emotional challenges, which can lead to academic success if properly managed.

Analysis of Responses

• Teachers and parents agree that emotional stability is crucial for academic performance.

• The relationship between emotions, peer pressure, and academic outcomes highlighted.

• Supportive environments at home and school facilitate better academic achievements.

Relationship Between Emotion and Academics

• Discussions around balancing emotional challenges with academic demands.

• Shared experiences of adolescents include:

  • Challenges in balancing study and social life.

  • Recognizing the importance of emotions in influencing academic pressures.

  • Need for trust and open communication with teachers and parents.

Academic and Emotional Challenges

• Key challenges adolescents face:

  • Pressure from multiple sources (peer, familial, academic).

  • Emotional instability leading to poor academic performance.

• Responses indicate a need for meaningful family engagement and support.

Discussion

• Emphasizes the significance of self-esteem during adolescence.

• Stresses the role of parents and teachers in fostering a supportive environment that addresses youths' emotional needs.

• Acknowledges gaps in the support provided by parents and teachers in Pakistan, affecting the guidance available for adolescents.

Conclusion

• Strong correlation between adolescents’ emotional health and academic success.

• Ongoing guidance and emotional support from both parents and teachers encouraged.

• Recommendations include tailored strategies to address emotional disorders, boost self-esteem, and foster better academic outcomes.