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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.