Students’ academic success and emotional well-being: researches theoretical review

Abstract

Introduction. One of the factors of the population's well-being growth is the level of education quality. In turn, the main indicators of the education quality are academic success and emotional well-being of students. Due to the fact that research on the problem of academic success is characterized by its versatility and complexity, and is based on various approaches and concepts, it is especially relevant to study the conceptual apparatus and terminology clarification for further empirical study of the manifestations of academic success in a sample of Russian students, as well as to identify its relationship with the emotional well-being of students. The paper aims to conduct a theoretical analysis of research on academic success and, on this basis, discuss the relationship with the emotional well-being of a student. Materials and Methods. The methodological tools of the research analyzes research studies, namely a systematic, comparative and logical analysis of modern research on the problem of academic success and emotional well-being of students. The theoretical and methodological basis of the research is the theoretical provisions on the essence of academic success of students (B.G. Ananyev, V.N. Druzhinin, M.R. Shabalina), the provisions of the theory of cognitive development of a child's personality in a modern educational environment (A.I. Savenkov), the theory of ecological systems (U. Bronfenbrenner), the concept of social and emotional well-being (M. Hamilton, G. Redmond). Results. The concept of "academic success" is defined as a special emotional state of a student, which consists of objective performance and a subjective attitude to these results and the student's own educational activities. Academic success and emotional well-being of students mutually determine each other through mediating factors, which include the attitude to the knowledge test situation, the student's satisfaction with his own achievements and relationships with parents, teachers, peers, as well as the student's involvement in the educational process. Summary. Scientific novelty of the results obtained lies in the theoretical substantiation of the "academic success" concept as an indicator combining objective results, self-attitude and satisfaction with the student's achievements, as well as in determining possible directions for studying the relationship between academic success and emotional well-being as important indicators of positive student development. The clarification of this relationship may be the goal of an empirical study of emotional well-being in a sample of Russian students. Based on the data obtained during the empirical study, it will be possible to develop a program for the formation and support of the emotional well-being of modern students, considering their academic success.