The Influence of Students' Mental Well-Being on Academic Performance in the Post-Pandemic Era

Abstract

Students’ mental well-being is a crucial factor in determining their academic performance, especially in the post-pandemic era full of adaptation challenges. This study aims to analyze the effect of mental well-being on students’ academic performance by considering the factors of stress, anxiety, and coping strategies they use. This study used a quantitative approach with a survey design, involving students from various majors who had experienced the transition from online learning to face-to-face or hybrid learning. Data were collected through the Psychological Well-Being (PWB) questionnaire and Grade Point Average (GPA) analysis, as well as semi-structured interviews to explore students’ qualitative perspectives. The results showed that mental well-being had a significant effect on students’ academic performance (R² = 0.68, p < 0.05). Students with high levels of mental well-being tend to have better GPAs and are more active in academic activities. Conversely, students who experience psychological distress tend to have difficulty in managing time, reduce learning effectiveness, and face academic challenges more difficultly. The normality test showed that the data were normally distributed, while the heteroscedasticity and multicollinearity tests ensured that the regression model met the required assumptions. This finding is supported by interviews with students who stated that social support, balance between academic and personal life, and good coping strategies are very helpful in improving their mental well-being. Therefore, educational institutions are expected to provide psychological services and mental well-being support programs to improve students' overall academic achievement.