The Relationships between Student Mental Health, School Climate and Academic Achievement

Abstract

This study aims to investigate the relationships between mental health, school climate, and academic achievement, with a particular emphasis on students’ mental health. The sample consists of 378 students, including 239 females and 139 males, enrolled in various secondary education institutions in Mardin, Türkiye. Data were collected through the Personal Information Form prepared by the researcher, the School Climate Scale developed by Çalık and Kurt (2010), the Positive Mental Health Scale adapted by Teke and Baysan-Arabacı (2018), and students’ Grade Point Averages (GPAs). The obtained data were analyzed using descriptive and inferential statistical methods. The analyses revealed significant and positive relationships among school climate, mental health, and academic achievement. Multiple regression analyses further demonstrated that school climate and academic achievement consistently and strongly predicted mental health. In conclusion, mental health plays a crucial role in the relationship between school climate and academic achievement, indicating that supportive school environments enhance students’ mental health and, consequently, their academic performance.

Keywords

• Mental health
• school climate
• academic achievement

Öğrenci Ruh Sağlığı, Okul İklimi ve Akademik Başarı Arasındaki İlişkiler

Abstract

Bu çalışma, öğrencilerin ruh sağlığını merkez alarak, okul iklimi ve akademik başarı ile ilişkilerini incelemeyi amaçlamaktadır. Araştırmanın örneklemi, Mardin ilindeki çeşitli ortaöğretim kurumlarında öğrenim gören 239 kız ve 139 erkek olmak üzere toplam 378 öğrenciden oluşmaktadır. Veriler, araştırmacı tarafından hazırlanan Kişisel Bilgi Formu, Çalık ve Kurt (2010) tarafından geliştirilen Okul İklimi Ölçeği, Teke ve Baysan-Arabacı (2018) tarafından uyarlanan Pozitif Ruh Sağlığı Ölçeği ve öğrencilerin Genel Not Ortalamaları ile toplanmıştır. Elde edilen veriler betimsel ve çıkarımsal istatistikler kullanılarak analiz edilmiştir. Analizler, okul iklimi ile ruh sağlığı ve akademik başarı arasında anlamlı ve pozitif ilişkiler olduğunu göstermektedir. Çoklu regresyon analizleri, okul iklimi ve akademik başarı unsurlarının ruh sağlığını tutarlı ve güçlü bir şekilde yordadığını ortaya koymuştur. Sonuç olarak ruh sağlığı, okul iklimi ve akademik başarı ilişkilerinde belirleyici bir rol oynamakta olup, destekleyici okul ortamlarının öğrencilerin ruh sağlığı düzeylerini ve dolayısıyla akademik performanslarını güçlendirdiği söylenebilir

Keywords

• Ruh sağlığı
• okul iklimi
• akademik başarı

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