Kienngam Nongluck, Maneeton Narong, Maneeton Benchalak, Pojanapotha Pichaya, Manomaivibul Jutipat, Kawilapat Suttipong, Damrongpanit Suntonrapot
Division of Educational Psychology and Guidance, Department of Educational Foundations and Development, Faculty of Education, Chiang Mai University, Chiang Mai 50200, Thailand.
Department of Psychiatry, Faculty of Medicine, Chiang Mai University, 110 Intawaroros Road, Sriphum, Muang, Chiang Mai 50200, Thailand.
Healthcare (Basel). 2022 Jun 22;10(7):1163. doi: 10.3390/healthcare10071163.
Numerous factors are proposed to affect high school students' academic achievement; however, these factors may not reveal all possible causal relationships. This study conducted path analysis to examine the direct and indirect effects of interpersonal relationships, life satisfaction, self-esteem, anxiety, and depression on the academic achievement of senior high school students. Two hundred and eighty-five students from five schools in Chiang Mai, Thailand, aged 14-19 years, were included for data analysis. The fit indices of all models were in agreement with the empirical data. Anxiety levels had a significantly positive direct effect on achievement, whereas depression had a negative direct effect on achievement. Additionally, self-esteem, life satisfaction, and interpersonal relationships had negative indirect effects on depression and anxiety. A program that stimulates the optimal and appropriate level of anxiety may be useful. An appropriate level of anxiety appeared positively related to academic achievement, but a high level of anxiety relatively influenced the incidence of depression. Thus, encouraging self-esteem, interpersonal relationships, and life satisfaction can promote academic ability and decrease the risk of depression. Further well-designed and large sample-size studies should be conducted to confirm these findings. The interplay of all studied factors may account for the variation in academic achievement, depression, and anxiety of 11.60%, 42.80%, and 17.60%, respectively.
许多因素被认为会影响高中生的学业成绩；然而，这些因素可能并未揭示所有可能的因果关系。本研究进行了路径分析，以检验人际关系、生活满意度、自尊、焦虑和抑郁对高中生学业成绩的直接和间接影响。纳入了来自泰国清迈五所学校的285名年龄在14至19岁之间的学生进行数据分析。所有模型的拟合指数均与实证数据相符。焦虑水平对成绩有显著的正向直接影响，而抑郁对成绩有负向直接影响。此外，自尊、生活满意度和人际关系对抑郁和焦虑有负向间接影响。一个能激发最佳且适度焦虑水平的项目可能会有所帮助。适度的焦虑水平似乎与学业成绩呈正相关，但高水平的焦虑相对会影响抑郁的发生率。因此，鼓励自尊、人际关系和生活满意度可以提高学业能力并降低抑郁风险。应开展进一步设计良好且样本量较大的研究来证实这些发现。所有研究因素之间的相互作用可能分别解释了学业成绩、抑郁和焦虑差异的11.60%、42.80%和17.60%。
