The Impact of Well-being on Academic Achievements: A Study at De Montfort University

Running head: RESEARCH REPORT
Research Report
Name of the student
Name of the university
Author note

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Abstract
This report examines the impact of well-being on the academic achievements of
students in De Montfort University (DMU). The research develops objectives to
measure the influence of the three dimensions of well-being on the academic
achievements of students. Hypotheses have been developed to examine the impact
of the different dimensions on academic achievements. Critical analysis of the
literature has shown that positive psychology has a significant impact on the
emotional, psychological and social aspect. The three dimensions of well-being has
been used to develop the hypotheses. The critical analysis of the literature has
shown that benefits of positive education on the academic success of the students
have not been highlighted in past researches. The study uses mono method where
quantitative analysis has been conducted through a survey questionnaire. This
survey questionnaire was distributed among the university students and sampling
has been used to collect data from 100 respondents. The research has used
statistical methods like regression analysis, Pearson’s correlation and other
inferential statistics.The findings show that there is strong positive relationship
between well-being and academic achievements. There are many students that have
or going through high level of stress, emotional imbalance or depression. However,
the positive aspect is that they are seeking help whenever they need it but the major
concern lies with a large section of students that are not seeking help and are facing
issues in coping with the stress level. Engagement between the students and the
teachers are one of the recommendations provided as it facilitates in dealing with
cognitive engagement.

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Table of Contents
Chapter 1: Introduction................................................................................................5
1.0 Introduction........................................................................................................5
1.1 Background of the research...............................................................................5
1.2 Research Problem.............................................................................................7
1.3 Research aim and objectives.............................................................................7
1.4 Research questions...........................................................................................8
1.5 Research Hypothesis........................................................................................ 8
Chapter 2: Literature review........................................................................................9
2.1 Introduction:.......................................................................................................9
2.2 Positive psychology...........................................................................................9
2.3 Factors of wellbeing:........................................................................................11
2.3.1 Social wellbeing:.......................................................................................13
2.3.2 Emotional wellbeing:.................................................................................14
2.3.3 Psychological wellbeing:...........................................................................15
2.3.4 six factor model:........................................................................................16
2.4 Academic achievement:.................................................................................. 19
2.5 Impact of wellbeing on academic achievement:..............................................20
2.6 Conceptual framework.....................................................................................22
2.7 Literature gap:................................................................................................. 22
Chapter 3: Research Methodology............................................................................24
3.1 Introduction......................................................................................................24

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3.2 Research Philosophy.......................................................................................24
3.3 Research Approach.........................................................................................25
3.4 Research Design.............................................................................................26
3.5 Data collection Method....................................................................................27
3.6 Data analysis method......................................................................................28
3.7 Sampling method.............................................................................................28
3.8 Reliability and Validity......................................................................................29
3.9 Ethical consideration....................................................................................... 30
3.10 Summary....................................................................................................... 30
Chapter 4: Findings and Analysis..............................................................................32
4.1 Introduction......................................................................................................32
4.2 Reliability and Validity......................................................................................32
4.3 Quantitative questions.....................................................................................34
4.4 Correlation Matrix............................................................................................47
4.5 Regression Analysis........................................................................................50
4.6 Discussion....................................................................................................... 56
4.7 Summary......................................................................................................... 57
Chapter 5: Conclusion...............................................................................................59
5.1 Conclusion and Key Findings..........................................................................59
5.2 Recommendations...........................................................................................59
5.3 Future Scope and limitations...........................................................................60

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5.4 Reflection.........................................................................................................60
References................................................................................................................63
Appendices............................................................................................................... 70

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Topic: The link between the well-being of students and academic achievements: A
case study of DMU
CHAPTER 1: INTRODUCTION
1.0 INTRODUCTION
This research examines the relationship between well-being and academic
achievement of students. De Montfort University has been chosen as the case study
in this research. The role of positive psychology in shaping the level of
achievements of students in universities has been the key element of the research.
Competitiveness has spread equally in every aspect of life which makes it difficult for
students at levels to cope with the stress levels. This has impacted their daily lives,
confidence and performance level. This chapter of the research has provided a
detailed outline of the purpose of conducting the research and significant contribution
it would make to the society.
1.1 BACKGROUND OF THE RESEARCH
Studies in the past clearly shows that students have been struggling to keep
up with the education and there has been significant increase in counselling
demands in United Kingdom. The major questions that has been raised in the past
years is whether the universities are playing their part in supporting the students and
helping them to deal with mental and emotional problems. The recent studies on
well-being show that there has been 10 % increase in demand for counselling
services in the United Kingdom. This is major issue which has been neglected by
the universities in majority of the universities and they have not accepted their
responsibilities (Coughlan 2015). The universities have not been honest enough to
admit the fact that students in their universities have been facing issues in coping.

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The study also shows that mental health issues have risen to 18,000 from 8,000 in
2013 (Coughlan 2015). The majority of the students are suffering from low mood,
depression and anxiety instead of suffering from relationship issues or
homesickness. Moreover, there has been an increased risk of suicide among the
students in the universities.
The culture in the past decade shows that there has been 20% increase in the
number of the students seeking for help from the universities (Coughlan 2015). It has
been said that students are feeling more pressurized which is causing coping issues
for them. Moreover, the perennial issues such as relationship and loneliness, the
increase in cost of higher education, job prospect uncertainties and fear of failing to
meet the expectation of the parents and society has increased the importance of
well-being and support for students (Robotham 2008). There has been significant
change in culture as students, where instead of feeling lazy are experiencing stress
and anxiety. The social changes are also affecting the students such as splitting up
of parents and selling of family houses makes the students feel more unsupported
and vulnerable.
However, universities are getting better at responding to these mental issues
by increasing the access to counselling sessions but significant improvement has to
be made in the consistency of the service quality. There is strong stigma around
mental health issues which made the students suffer in silence. These students are
afraid and ashamed to share the issues they face which is further escalating the
issue and detrimental for the current mental condition of the students (Robotham
2008). These situations are changing where people have started becoming more
open about their issues but significant improvement in support is required. Majority of
universities are still unaware of the cause, symptoms and effects of these illness

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among the students. This negligence towards students can be deliberate or may not
be the case but the universities need to be responsible for the lives of these young
students.
1.2 RESEARCH PROBLEM
There has been significant increase in the stress level of the students in
schools and universities due to the increase in competition among peer groups. It
has been seen that more than half of the students all over the world goes through
extreme level of stress. The culture and society also plays a critical role in
developing stress among students. The level of stress is quite high in Asia as the
academic expectations of these students are quite high. On the other hand,
research conducted by UniHealth shows that more than 80% student in universities
suffer from high level of stress and 45% of the students have gone through
depression (Veiber 2017). Moreover, the most worrying fact among the students is
that one out of every five student have suicidal tendencies. These students are
ashamed and embarrassed to seek help and there are some that do not have the
idea what should be done. This is a critical issue for the growth of these students
and the study would take these issues into account to analyse the way well-being
can be used to improve the achievements of college students.
1.3 RESEARCH AIM AND OBJECTIVES
The study had aimed to examine the influence of positive emotions in modern
educational system. Positive psychology impacts the students at different levels
which consists of social, psychological and emotional aspects. The relationship of
these factors with the achievement of students has been evaluated based on the
hypothesis developed in the research. The research would evaluate the current