Recent research conducted at a prominent Ghanaian institution examines the intricate tapestry of factors influencing the academic success and emotional well-being of students pursuing education. This pivotal study sheds light on significant elements such as subjective well-being, academic resilience, sense of coherence, school connectedness, and their interplay with academic achievement. The findings are not just locally relevant but also resonate within the broader context of educational psychology and student wellbeing globally, thereby igniting discussions on enhancing educational environments.
To set the stage, the research delves deeply into the concept of subjective well-being. It encompasses individuals’ evaluations of their own lives, both in affective terms—like happiness and satisfaction—and in cognitive assessments. It’s essential to recognize how subjective well-being can significantly influence a student’s ability to cope with the challenges of academia. Those students with higher subjective well-being are often more engaged and productive, likely due to their positive outlook on both academic and social dimensions of their lives.
In conjunction with subjective well-being, the study highlights the role of academic resilience. This refers to students’ capacity to bounce back from setbacks and remain focused on their goals despite obstacles. Resilient students exhibit persistence and a commitment to their education, which in turn enhances their academic achievement. This aspect of the research reveals crucial insights for educators aiming to cultivate environments that foster resilience among their students, ultimately leading to improved educational outcomes in challenging circumstances.
The investigation also explores the sense of coherence, a concept developed by Aaron Antonovsky. This refers to an individual’s perception of life as comprehensible, manageable, and meaningful. Students with a strong sense of coherence are more likely to navigate the complexities of academic life effectively, finding relevance and purpose in their studies. The study’s findings suggest that fostering a strong sense of coherence could help students weather academic storms and thrive in their educational pursuits.
Student school connectedness emerges as another vital theme within this research. This term describes the degree to which students feel accepted, supported, and valued within their educational institutions. A strong sense of connectedness not only enhances students’ emotional well-being but also correlates positively with their academic performance. The implications of this correlation are vast, pointing towards the necessity for educational frameworks that prioritize social relationships and community building among students.
The study makes a compelling case that these factors—subjective well-being, academic resilience, sense of coherence, and school connectedness—are interconnected, creating a holistic approach to understanding student outcomes. Such an understanding can significantly impact educational policy and practice, prompting universities and colleges to adopt strategies that promote these elements in their curricular and extracurricular offerings.
Moreover, the research underscores that academic achievement does not reside in isolation. Rather, it is closely tied to students’ emotional states and social experiences. The analysis indicates that by improving one aspect—like resilience or coherence—educational authorities could potentially enhance overall academic performance. This interdependence speaks to the need for integrated approaches in student development programs that address both academic and emotional needs comprehensively.
The study’s methodology is noteworthy, as it employs a cross-sectional design to gather data from a substantial cohort of college students. This method allows for a snapshot of the current state of student well-being and achievement across various demographics within the College of Education in Ghana. By utilizing robust statistical analysis techniques, the researchers can draw meaningful conclusions and correlate the distinct elements investigated.
Additionally, the findings of this research come at a crucial time when educational institutions worldwide are grappling with the challenges posed by increasing student mental health issues. As campuses adapt to a post-COVID-19 landscape, understanding the factors that contribute to students’ well-being and academic success becomes even more pertinent. The insights gained from this study can play a vital role in shaping mental health initiatives and academic success programs aimed at fostering a more resilient, connected, and thriving student body.
The implications of the study extend beyond the confines of academic achievement. They touch on how education systems can better serve their students, ensuring that environments are conducive to both academic rigor and emotional health. Educators, administrators, and policymakers are encouraged to reflect on these findings, considering how curriculum structure, support systems, and community engagement can be optimized to promote holistic student development.
In conclusion, the research highlights the pressing need for educational institutions to prioritize student well-being alongside academic performance. By weaving together subjective well-being, resilience, coherence, and connectedness, educators can create environments that not only nurture academic talent but also promote a fulfilling and supportive educational journey. This synthesis of academic and emotional support is critical for preparing future educators to meet the challenges of an ever-evolving world.
As this study continues to inspire dialogue around effective educational practices, it serves as a clarion call for institutions to innovate and enhance their approaches in fostering environments where students can excel both academically and emotionally. In a world increasingly focused on holistic education, these findings provide a roadmap for nurturing the next generation of educators who will shape the future landscape of learning.
Subject of Research: Academic resilience, subjective well-being, sense of coherence, student school connectedness, and academic achievement among college students.
Article Title: A cross-sectional study of subjective well-being, academic resilience, sense of coherence, student school connectedness, and academic achievement among college of education students in Ghana.
Article References:
Britwum, F. A cross-sectional study of subjective well-being, academic resilience, sense of coherence, student school connectedness, and academic achievement among college of education students in Ghana.
Discov Educ 4, 562 (2025). https://doi.org/10.1007/s44217-025-00984-8
Image Credits: AI Generated
DOI: https://doi.org/10.1007/s44217-025-00984-8
Keywords: Academic Resilience, Subjective Well-being, Sense of Coherence, School Connectedness, Academic Achievement.
