CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

A. RELATED LITERATURE

Mental health is defined as a state

of harmony among emotional,
social, and psychological well-
being
[6,19,20]. World Health
Organization [21] d e fined mental
health as a state of well-being in
which individuals
use their potentials to perform their
duties properly, use the coping
skills to deal with the stressors of
life, and
become an influential member of
his community. Hence, mental
health is not merely the absence of
mental
illness. World Health Organization
[21] estimated that in a year, one
out of four adolescents aged 12 to
24 suffers from a mental health
problem such as depression and
schizophrenia. Many other studies
also
confirmed that mental health issues
generally started at a young age
and later in life [22–26].
Unfortunately, these people are
ignored and got less attention for
receiving mental health services.
In
particular, university students
made up the largest group of
young people suffering from
mental health
problems such as depression,
anxiety, suicidal attempts, and
non-suicidal self-injury [27,28].
Academic
stress, financial issues, reliance on
others and career ambitions, and
the competitive environment made
students more vulnerable to these
mental health problems, resulting
in morbidity and psychological
exhaustion [29,30]. Drum et al.
[31] conducted a study on 26,000
students from 70 colleges and
universities. Its results revealed
that mental health problems such
as suicidal thoughts, intent, and
actions
influence students’ professional
and personal lives. On the
professional front, it includes poor
academic
performance, dishonesty, lack of
compassion, and morality, whereas
personally, students suffer from
edgy
relationships, drug abuse, and poor
physical health [32,33]. It has been
established through different
studies that mental health problem
among students leads to many
physical, emotional and social
disturbances [34]. These problems
include low self-esteem, poor
sleep, poor management skills, loss
of
appetite, etc., contributing to poor
academic performance [35–37].
The literature widely recognized
that students who had mental
difficulties or disabilities, either
treated or
untreated, experience lower grade
point average (GPAs) and more
drop out than other students [5–7].
Students with mental health
problems have a higher probability
of developing a life-long mental
disorder
due to delays in acquiring the
required skill for a successful life
[38–40]. Suppose the education
system
does not teach students how to
manage themselves during
stressful situations. In that case,
this will create
hurdles for students to cope with
the transition from college to a
university, leading to mental health
problems among students [41,42].
Moreover, the absence of stress
management skills and proper
support
systems makes students stop taking
classes, failing to get course
requirements, and finally leaving
the
degree. Therefore, students with
low academic performance report
stress, insomnia, loneliness, low
self-
esteem, and adjustment [43,44].
Most of the research related to
university students pay attention to
mental disorders, not mental
problems, as university life is a
transitory time where many
students experience mental issues
that do not
meet the full mental illness criteria
[45,46]. It may be unreasonable to
analyze them as having mental
disorders by remembering the
changing interest and pressures.
Additionally, the predominance
rate is
remarkably shifted due to various
evaluation procedures, different
cut off points focuses on deciding
the
seriousness, and distinctive
operational meaning of mental
health issues. Regardless of all
these
methodological issues, the reality
remains that a substantial
proportion of university students
suffer from
severe mental health problems that
may affect their normal
functioning
Mental health is defined as a state
of harmony among emotional,
social, and psychological well-
being
[6,19,20]. World Health
Organization [21] d e fined mental
health as a state of well-being in
which individuals
use their potentials to perform their
duties properly, use the coping
skills to deal with the stressors of
life, and
become an influential member of
his community. Hence, mental
health is not merely the absence of
mental
illness. World Health Organization
[21] estimated that in a year, one
out of four adolescents aged 12 to
24 suffers from a mental health
problem such as depression and
schizophrenia. Many other studies
also
confirmed that mental health issues
generally started at a young age
and later in life [22–26].
Unfortunately, these people are
ignored and got less attention for
receiving mental health services.
In
particular, university students
made up the largest group of
young people suffering from
mental health
problems such as depression,
anxiety, suicidal attempts, and
non-suicidal self-injury [27,28].
Academic
stress, financial issues, reliance on
others and career ambitions, and
the competitive environment made
students more vulnerable to these
mental health problems, resulting
in morbidity and psychological
exhaustion [29,30]. Drum et al.
[31] conducted a study on 26,000
students from 70 colleges and
universities. Its results revealed
that mental health problems such
as suicidal thoughts, intent, and
actions
influence students’ professional
and personal lives. On the
professional front, it includes poor
academic
performance, dishonesty, lack of
compassion, and morality, whereas
personally, students suffer from
edgy
relationships, drug abuse, and poor
physical health [32,33]. It has been
established through different
studies that mental health problem
among students leads to many
physical, emotional and social
disturbances [34]. These problems
include low self-esteem, poor
sleep, poor management skills, loss
of
appetite, etc., contributing to poor
academic performance [35–37].
The literature widely recognized
that students who had mental
difficulties or disabilities, either
treated or
untreated, experience lower grade
point average (GPAs) and more
drop out than other students [5–7].
Students with mental health
problems have a higher probability
of developing a life-long mental
disorder
due to delays in acquiring the
required skill for a successful life
[38–40]. Suppose the education
system
does not teach students how to
manage themselves during
stressful situations. In that case,
this will create
hurdles for students to cope with
the transition from college to a
university, leading to mental health
problems among students [41,42].
Moreover, the absence of stress
management skills and proper
support
systems makes students stop taking
classes, failing to get course
requirements, and finally leaving
the
degree. Therefore, students with
low academic performance report
stress, insomnia, loneliness, low
self-
esteem, and adjustment [43,44].
Most of the research related to
university students pay attention to
mental disorders, not mental
problems, as university life is a
transitory time where many
students experience mental issues
that do not
meet the full mental illness criteria
[45,46]. It may be unreasonable to
analyze them as having mental
disorders by remembering the
changing interest and pressures.
Additionally, the predominance
rate is
remarkably shifted due to various
evaluation procedures, different
cut off points focuses on deciding
the
seriousness, and distinctive
operational meaning of mental
health issues. Regardless of all
these
methodological issues, the reality
remains that a substantial
proportion of university students
suffer from
severe mental health problems that
may affect their normal
functioning
Mental health is defined as a state
of harmony among emotional,
social, and psychological well-
being
[6,19,20]. World Health
Organization [21] d e fined mental
health as a state of well-being in
which individuals
use their potentials to perform their
duties properly, use the coping
skills to deal with the stressors of
life, and
become an influential member of
his community. Hence, mental
health is not merely the absence of
mental
illness. World Health Organization
[21] estimated that in a year, one
out of four adolescents aged 12 to
24 suffers from a mental health
problem such as depression and
schizophrenia. Many other studies
also
confirmed that mental health issues
generally started at a young age
and later in life [22–26].
Unfortunately, these people are
ignored and got less attention for
receiving mental health services.
In
particular, university students
made up the largest group of
young people suffering from
mental health
problems such as depression,
anxiety, suicidal attempts, and
non-suicidal self-injury [27,28].
Academic
stress, financial issues, reliance on
others and career ambitions, and
the competitive environment made
students more vulnerable to these
mental health problems, resulting
in morbidity and psychological
exhaustion [29,30]. Drum et al.
[31] conducted a study on 26,000
students from 70 colleges and
universities. Its results revealed
that mental health problems such
as suicidal thoughts, intent, and
actions
influence students’ professional
and personal lives. On the
professional front, it includes poor
academic
performance, dishonesty, lack of
compassion, and morality, whereas
personally, students suffer from
edgy
relationships, drug abuse, and poor
physical health [32,33]. It has been
established through different
studies that mental health problem
among students leads to many
physical, emotional and social
disturbances [34]. These problems
include low self-esteem, poor
sleep, poor management skills, loss
of
appetite, etc., contributing to poor
academic performance [35–37].
The literature widely recognized
that students who had mental
difficulties or disabilities, either
treated or
untreated, experience lower grade
point average (GPAs) and more
drop out than other students [5–7].
Students with mental health
problems have a higher probability
of developing a life-long mental
disorder
due to delays in acquiring the
required skill for a successful life
[38–40]. Suppose the education
system
does not teach students how to
manage themselves during
stressful situations. In that case,
this will create
hurdles for students to cope with
the transition from college to a
university, leading to mental health
problems among students [41,42].
Moreover, the absence of stress
management skills and proper
support
systems makes students stop taking
classes, failing to get course
requirements, and finally leaving
the
degree. Therefore, students with
low academic performance report
stress, insomnia, loneliness, low
self-
esteem, and adjustment [43,44].
Most of the research related to
university students pay attention to
mental disorders, not mental
problems, as university life is a
transitory time where many
students experience mental issues
that do not
meet the full mental illness criteria
[45,46]. It may be unreasonable to
analyze them as having mental
disorders by remembering the
changing interest and pressures.
Additionally, the predominance
rate is
remarkably shifted due to various
evaluation procedures, different
cut off points focuses on deciding
the
seriousness, and distinctive
operational meaning of mental
health issues. Regardless of all
these
methodological issues, the reality
remains that a substantial
proportion of university students
suffer from
severe mental health problems that
may affect their normal
functioning
Mental health is defined as a state
of harmony among emotional,
social, and psychological well-
being
[6,19,20]. World Health
Organization [21] d e fined mental
health as a state of well-being in
which individuals
use their potentials to perform their
duties properly, use the coping
skills to deal with the stressors of
life, and
become an influential member of
his community. Hence, mental
health is not merely the absence of
mental
illness. World Health Organization
[21] estimated that in a year, one
out of four adolescents aged 12 to
24 suffers from a mental health
problem such as depression and
schizophrenia. Many other studies
also
confirmed that mental health issues
generally started at a young age
and later in life [22–26].
Unfortunately, these people are
ignored and got less attention for
receiving mental health services.
In
particular, university students
made up the largest group of
young people suffering from
mental health
problems such as depression,
anxiety, suicidal attempts, and
non-suicidal self-injury [27,28].
Academic
stress, financial issues, reliance on
others and career ambitions, and
the competitive environment made
students more vulnerable to these
mental health problems, resulting
in morbidity and psychological
exhaustion [29,30]. Drum et al.
[31] conducted a study on 26,000
students from 70 colleges and
universities. Its results revealed
that mental health problems such
as suicidal thoughts, intent, and
actions
influence students’ professional
and personal lives. On the
professional front, it includes poor
academic
performance, dishonesty, lack of
compassion, and morality, whereas
personally, students suffer from
edgy
relationships, drug abuse, and poor
physical health [32,33]. It has been
established through different
studies that mental health problem
among students leads to many
physical, emotional and social
disturbances [34]. These problems
include low self-esteem, poor
sleep, poor management skills, loss
of
appetite, etc., contributing to poor
academic performance [35–37].
The literature widely recognized
that students who had mental
difficulties or disabilities, either
treated or
untreated, experience lower grade
point average (GPAs) and more
drop out than other students [5–7].
Students with mental health
problems have a higher probability
of developing a life-long mental
disorder
due to delays in acquiring the
required skill for a successful life
[38–40]. Suppose the education
system
does not teach students how to
manage themselves during
stressful situations. In that case,
this will create
hurdles for students to cope with
the transition from college to a
university, leading to mental health
problems among students [41,42].
Moreover, the absence of stress
management skills and proper
support
systems makes students stop taking
classes, failing to get course
requirements, and finally leaving
the
degree. Therefore, students with
low academic performance report
stress, insomnia, loneliness, low
self-
esteem, and adjustment [43,44].
Most of the research related to
university students pay attention to
mental disorders, not mental
problems, as university life is a
transitory time where many
students experience mental issues
that do not
meet the full mental illness criteria
[45,46]. It may be unreasonable to
analyze them as having mental
disorders by remembering the
changing interest and pressures.
Additionally, the predominance
rate is
remarkably shifted due to various
evaluation procedures, different
cut off points focuses on deciding
the
seriousness, and distinctive
operational meaning of mental
health issues. Regardless of all
these
methodological issues, the reality
remains that a substantial
proportion of university students
suffer from
severe mental health problems that
may affect their normal
functioning
Mental health is defined as a state
of harmony among emotional,
social, and psychological well-
being
[6,19,20]. World Health
Organization [21] d e fined mental
health as a state of well-being in
which individuals
use their potentials to perform their
duties properly, use the coping
skills to deal with the stressors of
life, and
become an influential member of
his community. Hence, mental
health is not merely the absence of
mental
illness. World Health Organization
[21] estimated that in a year, one
out of four adolescents aged 12 to
24 suffers from a mental health
problem such as depression and
schizophrenia. Many other studies
also
confirmed that mental health issues
generally started at a young age
and later in life [22–26].
Unfortunately, these people are
ignored and got less attention for
receiving mental health services.
In
particular, university students
made up the largest group of
young people suffering from
mental health
problems such as depression,
anxiety, suicidal attempts, and
non-suicidal self-injury [27,28].
Academic
stress, financial issues, reliance on
others and career ambitions, and
the competitive environment made
students more vulnerable to these
mental health problems, resulting
in morbidity and psychological
exhaustion [29,30]. Drum et al.
[31] conducted a study on 26,000
students from 70 colleges and
universities. Its results revealed
that mental health problems such
as suicidal thoughts, intent, and
actions
influence students’ professional
and personal lives. On the
professional front, it includes poor
academic
performance, dishonesty, lack of
compassion, and morality, whereas
personally, students suffer from
edgy
relationships, drug abuse, and poor
physical health [32,33]. It has been
established through different
studies that mental health problem
among students leads to many
physical, emotional and social
disturbances [34]. These problems
include low self-esteem, poor
sleep, poor management skills, loss
of
appetite, etc., contributing to poor
academic performance [35–37].
The literature widely recognized
that students who had mental
difficulties or disabilities, either
treated or
untreated, experience lower grade
point average (GPAs) and more
drop out than other students [5–7].
Students with mental health
problems have a higher probability
of developing a life-long mental
disorder
due to delays in acquiring the
required skill for a successful life
[38–40]. Suppose the education
system
does not teach students how to
manage themselves during
stressful situations. In that case,
this will create
hurdles for students to cope with
the transition from college to a
university, leading to mental health
problems among students [41,42].
Moreover, the absence of stress
management skills and proper
support
systems makes students stop taking
classes, failing to get course
requirements, and finally leaving
the
degree. Therefore, students with
low academic performance report
stress, insomnia, loneliness, low
self-
esteem, and adjustment [43,44].
Most of the research related to
university students pay attention to
mental disorders, not mental
problems, as university life is a
transitory time where many
students experience mental issues
that do not
meet the full mental illness criteria
[45,46]. It may be unreasonable to
analyze them as having mental
disorders by remembering the
changing interest and pressures.
Additionally, the predominance
rate is
remarkably shifted due to various
evaluation procedures, different
cut off points focuses on deciding
the
seriousness, and distinctive
operational meaning of mental
health issues. Regardless of all
these
methodological issues, the reality
remains that a substantial
proportion of university students
suffer from
severe mental health problems that
may affect their normal
functioning
Mental health is defined as a state
of harmony among emotional,
social, and psychological well-
being
[6,19,20]. World Health
Organization [21] d e fined mental
health as a state of well-being in
which individuals
use their potentials to perform their
duties properly, use the coping
skills to deal with the stressors of
life, and
become an influential member of
his community. Hence, mental
health is not merely the absence of
mental
illness. World Health Organization
[21] estimated that in a year, one
out of four adolescents aged 12 to
24 suffers from a mental health
problem such as depression and
schizophrenia. Many other studies
also
confirmed that mental health issues
generally started at a young age
and later in life [22–26].
Unfortunately, these people are
ignored and got less attention for
receiving mental health services.
In
particular, university students
made up the largest group of
young people suffering from
mental health
problems such as depression,
anxiety, suicidal attempts, and
non-suicidal self-injury [27,28].
Academic
stress, financial issues, reliance on
others and career ambitions, and
the competitive environment made
students more vulnerable to these
mental health problems, resulting
in morbidity and psychological
exhaustion [29,30]. Drum et al.
[31] conducted a study on 26,000
students from 70 colleges and
universities. Its results revealed
that mental health problems such
as suicidal thoughts, intent, and
actions
influence students’ professional
and personal lives. On the
professional front, it includes poor
academic
performance, dishonesty, lack of
compassion, and morality, whereas
personally, students suffer from
edgy
relationships, drug abuse, and poor
physical health [32,33]. It has been
established through different
studies that mental health problem
among students leads to many
physical, emotional and social
disturbances [34]. These problems
include low self-esteem, poor
sleep, poor management skills, loss
of
appetite, etc., contributing to poor
academic performance [35–37].
The literature widely recognized
that students who had mental
difficulties or disabilities, either
treated or
untreated, experience lower grade
point average (GPAs) and more
drop out than other students [5–7].
Students with mental health
problems have a higher probability
of developing a life-long mental
disorder
due to delays in acquiring the
required skill for a successful life
[38–40]. Suppose the education
system
does not teach students how to
manage themselves during
stressful situations. In that case,
this will create
hurdles for students to cope with
the transition from college to a
university, leading to mental health
problems among students [41,42].
Moreover, the absence of stress
management skills and proper
support
systems makes students stop taking
classes, failing to get course
requirements, and finally leaving
the
degree. Therefore, students with
low academic performance report
stress, insomnia, loneliness, low
self-
esteem, and adjustment [43,44].
Most of the research related to
university students pay attention to
mental disorders, not mental
problems, as university life is a
transitory time where many
students experience mental issues
that do not
meet the full mental illness criteria
[45,46]. It may be unreasonable to
analyze them as having mental
disorders by remembering the
changing interest and pressures.
Additionally, the predominance
rate is
remarkably shifted due to various
evaluation procedures, different
cut off points focuses on deciding
the
seriousness, and distinctive
operational meaning of mental
health issues. Regardless of all
these
methodological issues, the reality
remains that a substantial
proportion of university students
suffer from
severe mental health problems that
may affect their normal
functioning
Mental health is defined as a state of harmony among emotional, social, and psychological well-being.
World Health Organization defined mental health as a state of well-being in which individuals use their
potentials to perform their duties properly, use the coping skills to deal with the stressors of life, and
become an influential member of his community. Hence, mental health is not merely the absence of
mental illness. World Health Organization estimated that in a year, one out of four adolescents aged 12
to suffers from a mental health problem such as depression and schizophrenia.

Many other studies also confirmed that mental health issues generally started at a young age and later
in life Unfortunately, these people are ignored and got less attention for receiving mental health
services. In particular, university students made up the largest group of young people suffering from
mental health problems such as depression, anxiety, suicidal attempts, and non-suicidal self-injury.
 Academic stress, financial issues, reliance on others and career ambitions, and the competitive
environment made students more vulnerable to these mental health problems, resulting in morbidity
and psychological exhaustion. Drum et al. conducted a study on 26,000 students from 70 colleges and
universities. Its results revealed that mental health problems such as suicidal thoughts, intent, and
actions influence students ‘professional and personal lives. On the professional front, it includes poor
academic performance, dishonesty, lack of compassion, and morality, whereas personally, students
suffer from edgy relationships, drug abuse, and poor physical health. It has been established through
different studies that mental health problem among students leads to many physical, emotional and
social disturbances. These problems include low self-esteem, poor sleep, poor management skills, loss of
appetite, etc., contributing to poor academic performance.

The literature widely recognized that students who had mental difficulties or disabilities, either treated
or untreated, experience lower grade point average (GPAs) and more drop out than other students.
Students with mental health problems have a higher probability of developing a life-long mental
disorder due to delays in acquiring the required skill for a successful life. Suppose the education system
does not teach students how to manage themselves during stressful situations. In that case, this will
create hurdles for students to cope with the transition from college to a university, leading to mental
health problems among students. Moreover, the absence of stress management skills and proper
support systems makes students stop taking classes, failing to get course requirements, and finally
leaving the degree. Therefore, students with low academic performance report stress, insomnia,
loneliness, low self-esteem, and adjustment.

Beckett et al. (2009) examined structuring out-of-school time to improve academic achievement. Out-of-
school time programs can enhance academic achievement by helping students learn outside the
classroom. The purpose of the practice guide was to provide recommendations for organizing and
delivering school-based out-of-school time programs to improve the academic achievement of student
participants. It was recommended that align the out-of-school time program academically with the
school day; maximize student participation and attendance; adapt instruction to individual and small
group needs; provide engaging learning experiences; and assess program performance and use the
results to improve the quality of the program. The guide also described the research supporting each
recommendation, how to carry out each recommendation, and how to address roadblocks that might
arise in implementing them.

Thomas et al. (2009) studied the promoting academic achievement and the role of racial identity in
buffering perceptions of teacher discrimination on academic achievement among African American and
Caribbean black adolescents. The authors examined the moderating effects of different dimensions’
racial identity (i.e., racial centrality and public regard) on perceptions of teacher discrimination and
academic achievement among a nationally represented sample of African American and Caribbean black
adolescents.

The findings revealed that perceived teacher discrimination was negatively related to academic
achievement for both African American and Caribbean black youth. In addition, high racial centrality and
low public regard buffered the negative consequences of high levels of perceived teacher discrimination
on academic achievement among adolescents.

Lai et al. (2009) investigated the adverse effects of parents' school selection errors on academic
achievement. One major concern with public school open enrolment programs waste potential for
parents' school selection errors to adversely affect their children's academic achievement. In this study
of the Beijing middle school open enrolment program, the estimate the degree to which children's
school outcomes were negatively affected by the poor choices their parents were made during the
school selection process.

It was found that the children of parents who made judgment errors in school selection were admitted
to lower quality schools and achieved lower test scores on the high school entrance examination.
Parents who had less education, whose children performed at lower levels in primary school, and who
were less attentive to teachers' opinions about schools were more prone to make these errors.
Providing assistance to parents, especially those less prepared to make informed choices about school’s
election, was consequently important for supporting more efficient and equitable open enrolment
program.

Kitsantas et al. (2009) studied college students' homework and academic achievement: the mediating
role of self-regulatory beliefs. The influence of homework experiences on students' academic grades
was studied with 223 college students.

Students ‘self-efficacy for learning and perceived responsibility beliefs were included as mediating
variables in this research. The students' homework influenced their achievement indirectly viathese two
self-regulatory beliefs as well as directly. Self-efficacy for learning, although moderately correlated with
perceptions of responsibility, predicted course grades more strongly than the latter variable. No gender
differences were found for any of the variables

B. RELATED STUDIES

Sinha (1978) studied mental health in university students. The sample consisted of259 male and 118
female students of Kurukshetra University and 293 male engineering students. Thematic Apperception
Test and the Crown and Crisp Middlesex hospital questionnaire were used to collect the data. The boys
and girls of university do not differ one motional security. Emotionally insecure group suffered from
neurotic symptoms and syndromes in a greater degree than emotionally secure group. Those with
secure emotional health ascribed positive characteristic to the central figure in the stories. Emotional
insecurity was more prominent among children from agricultural community. The democratic permissive
and rational home atmosphere assessed by the recognition and acceptance of opinion of the children
was a potent factor behind emotional security. Stressful situations and emotional insecurity were
concomitant variables. Jealous and quarrelsome neighborhood developed emotional insecurity among
individuals

Orellana (2004) determined the effectiveness of the school-based mental health program and its
relationship to academic achievement and indicated that the school-based mental health program can
be effective in eliciting students' academic achievement. The analysis of the aggregated database and
the results showed statistical significance and positive correlation between the school-based mental
health program and the academic achievement based on the four indicators (absences, suspensions,
disciplinary actions, and grade point average).

Young et al. (2007) wellness in school and mental health systems and organizational influences
previously, improving counsellor wellness focused on helping counsellors cope with stressful
environments. More recently, research has begun to emphasize healthy work environments.
Warwick et al. (2008) studied mental health and emotional well-being among younger students in
further education. Over the last 25 years there has been an increase in reported behavioral and
emotional problems among young people. Moreover, students in higher education (HE) were reported
to have increased symptoms of mental ill health compared with age-matched controls. Some students in
further education (FE) were likely to experience similar difficulties, especially as an increasing number
may come from backgrounds that may make them more vulnerable to mental health problems. National
policies and guidance highlight the importance of promoting the mental health of young people in
general and of students in particular. This exploratory study aimed to identify whether, and in what
ways, FE colleges were contributing to younger students' (aged 16-19 years) mental health. Interviews
with key informants, a survey of FE colleges in England and five case studies of individual FE colleges
providing specialized mental-health support services to students revealed some evidence of promising
and good practice, but this did not appear to be widespread. Given the current range of college settings,
no single approach to improving mental health among students was likely to be the answer. Rather,
respondents highlighted number of factors that influence the provision of support services for students:
awareness among professionals of the links between students' mental health and their achievement at
college; having in place national and college policies and guidance that address mental health; building
an inclusive college ethos; building leadership at senior and middle manager levels; having accessible in-
college and/or external support services; and the provision of professional development opportunities
for staff.

Synthesis of reviewed literature and studies

The reviewed literature and studies deal primarily with the way mental health on their academic
achievement of Grade 10 Students. Banreti (1975) studied attitudinal, situational and mental
health correlates of academic achievement at the undergraduate university level. The
relationship between levels of academic achievement of first-year university students and
various attitudinal, situational and mental health factors was examined
The stud by Petersen (1977) studied achievement history, school environment, and mental health as
longitudinal predictors of achievement. In this seven-year longitudinal study predictors of achievement
for first graders were measured against actual school achievement of the same students in the seventh
and eighth grades. Three sets of variables were obtained in the first grade. Achievement history, family
environment, and mental health were used as measures. Mental health was assessed by teacher ratings
of classroom adaptation and psychiatric symptoms of the students. Achievement history was identified
by early school achievement