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American Journal of  Economics and 
Business Innovation (AJEBI)

The Relationship between Emotional Well-Being and Academic Performance in a 
University/College Setting

Edelfin P. Tan1*, Jerick M. Quintua1, Leonessa J. Cortes1 

Volume 4 Issue 2, Year 2025
ISSN: 2831-5588 (Online), 2832-4862 (Print)

DOI: https://doi.org/10.54536/ajebi.v4i2.5279
https://journals.e-palli.com/home/index.php/ajebi

Article Information ABSTRACT

Received: May 12, 2025

Accepted: June 14, 2025

Published: July 04, 2025

This study endeavors to determine the connection between emotional well-being and 
academic performance among college students at FEU Roosevelt. Using a correlational 
quantitative research design, the study aims to determine the strength and direction of  
the correlation between the students’ emotional well-being measured by the Warwick-
Edinburgh Mental Well-being Scale (WEMWBS), and their academic achievement measured 
via self-reported Grade Point Average (GPA). The respondents were randomly selected by 
stratified random sampling from different academic programs, including very competitive 
ones such as Business Administration and Information Technology. An internet-based 
self-report survey was used for data collection, and descriptive statistics and the Pearson 
product-moment correlation coefficient were used for data analysis using SPSS. An 
inverse correlation exhibiting high significance was found between emotional well-being 
and academic performance; students who study in more demanding programs show lower 
emotional well-being and poorer academic performance. These results are in line with 
current literature which identifies stress and emotional tension as contributory factors to 
academic failure, especially in high-stress academic environments. The research highlights 
the importance of  universities adopting proactive mental health care and providing 
individualized interventions for high-stress courses, particularly for students enrolled in such 
courses. This study contributes to the body of  knowledge about emotional well-being and 
academic performance in Philippine tertiary institutions.

Keywords
Academic Performance, 
Correlational Study, Emotional 
Well-Being, Mental Health, 
Philippines, University Students 

1 Tertiary Education Division, FEU Roosevelt, Philippines
* Corresponding author’s e-mail: edelfintan24@gmail.com

INTRODUCTION
Emotional well-being is identified as a dominant aspect 
of  scholars’ academic achievement in the modern 
university setting. Scholars are exposed to increasing 
academic pressures that could affect their mental well-
being as tertiary education keeps evolving, particularly 
in countries such as the Philippines that have witnessed 
substantial curriculum reforms like the implementation 
of  the K–12 program (David et al., 2019). The reform 
has heightened the load and expectations imposed on 
students, particularly in high-stakes, high-level of  thinking 
courses, although its intent was to more effectively 
prepare them for postsecondary schooling and ultimate 
employment.
Emotional mental health challenges such as stress, 
depression, and anxiety are increasingly prevalent in 
university students, and these symptoms have been 
established to inversely correlate with academic 
achievement in some global settings (Beiter et al., 
2015). With greater sensitivity, there remains a lack 
of  quantitative, empirical research in the realm of  
Philippine tertiary education that addresses the statistical 
correlation between students’ emotional well-being and 
academic achievement. This disproportion necessitates 
that a correlational study be conducted that can provide 
objective, fact-based information about how these two 
variables interact in a post-K–12 educational setting.
Students in high-demand study fields like health sciences, 

engineering, or business study fields tend to have stringent 
study requirements placed upon them, rendering them 
specifically susceptible to emotional stress (Quek et al., 
2019). Without proper coping strategies or institutional 
intervention, emotional duress can affect learning, 
focus, and academic performance. These issues are 
further compounded by post-pandemic socio-economic 
challenges, hence the urgency for timely research capable 
of  guiding institutional interventions.

Research Questions 
1. How is the emotional well-being level of  university 

students?
1.1. In what ways does emotional well-being differ 

among high-demand academic program students?
1.2. What are the most common emotional or mental 

health issues among university students?
2. What is the academic performance level among 

university students?
2.1. How does academic performance vary among 

students of  different levels of  emotional well-being?
3. Is there a meaningful relationship between emotional 

well-being and academic performance among university 
students?
3.1. What is the strength and direction of  correlation 

between emotional well-being scores and academic 
performance indicators (e.g., GPA)?



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MATERIALS AND METHODS
Research Design
The study utilized a quantitative correlational research 
design to establish the correlation of  emotional well-being 
and academic achievement among students at the college 
level. It is suitable for ascertaining if  there is a statistically 
significant relationship between two measurable variables 
without altering any conditions.

Locale of  the Study
The research was carried out at FEU Roosevelt, which 
provides a good array of  academic programs, such as 
those characterized by high scholastic expectations, like 
Business Administration and Information Technology. 

Sampling Method
The study employed a stratified random sampling method 
to obtain a proportionate representation of  respondents 
from varying year levels and fields of  study. This facilitates 
broader generalizability of  findings within the population 
as well as adjusting for differences in experiences between 
students enrolled from high-load courses compared to 
those in less rigorous programs.

Respondents
The respondents were 150 college students who were 
taking undergraduate courses. Demographic information, 
including age, gender, year level, and program was 
gathered through a demographic questionnaire. Personal 
identifiers were not collected to ensure confidentiality.

Data Gathering Procedure
With approval from the university’s research ethics board, 
data was obtained through an online self-report survey 
administered through official student communication 
channels (e.g., university email, LMS, or social media 
groups). Participation was voluntary, and informed 
consent was collected electronically prior to embarking 
on the survey.

Instruments
Emotional Well-Being Scale – The Warwick-Edinburgh 
Mental Well-being Scale (WEMWBS) was employed to 

measure students’ emotional well-being. This is a 14-item 
Likert-scale questionnaire created by Tennant et al. (2007), 
with responses given on a 1 (None of  the time) to 5 (All of  
the time) scale. The WEMWBS is a validated, widely used 
index of  positive mental health, which has established 
reliability and internal consistency (Cronbach’s alpha > 
0.89).
Academic performance was measured based on 
respondents’ self-reported Grade Point Average (GPA) 
from the last completed semester. GPA is a normalized 
and quantifiable indicator widely employed to indicate 
students’ academic achievement.
Both measures pilot tested 10–15 non-participating 
students to evaluate clarity, response time, and survey 
flow. Required revisions was implemented before full 
deployment.

Data Analysis
Quantitative data was coded and analyzed with Statistical 
Package for the Social Sciences (SPSS). The statistical 
treatments to be utilized are as follows:
Descriptive statistics (mean, standard deviation, frequency, 
and percentage) to describe levels of  emotional well-
being and academic performance.
Pearson’s correlation coefficient (r) to assess the strength 
and direction of  the relationship between emotional well-
being and academic performance.
Whereas, the significance level will be established at p < 
0.05.

Scope and Limitations
This research targets solely the emotional well-being 
and academic achievement of  college-level students in a 
single institution. It does not consider external variables 
such as family, financial, or socio-environmental factors 
that might affect either construct. Furthermore, the use 
of  self-reported GPA can pose the risk of  reporting bias. 
The results may not be generalizable to all universities 
in the Philippines, especially public or vocational 
universities, because of  variations in academic setting and 
student population.

RESULTS AND DISCUSSIONS

Table 1: Descriptive Statistics on Emotional Well-Being and Academic Performance
Variable N Mean Standard Deviation Minimum Maximum
Emotional Well-Being 150 47.8 5.46 30 65
Grade Point Average 150 2.9 0.36 1.25 4.0

Table 2: Emotional Well-Being by Academic Program
Program N Mean Emotional Well-Being SD
Business Administration 50 42.69 5.48
Information Technology 50 45.40 5.36
Hospitality Management 25 51.43 5.94
Education & Others 25 51.73 5.06

As shown in Table 1, the average emotional well-being 
score among all respondents was 47.8 (SD = 5.46), and 

the average GPA was 2.9 (SD = 0.36), with higher GPA 
scores indicating better academic performance.



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Table 2 reveals that students in Business Administration 
and Information Technology reported significantly 

lower emotional well-being compared to other academic 
programs.

Table 3: Pearson Correlation Between Emotional Well-Being and GPA by Program
Program Pearson r p-value
Business Administration -0.577 <0.001
Information Technology -0.463 <0.001
Hospitality  Management -0.216 0.299
Education & Others -0.262 0.205

As indicated by Table 3, there existed a high degree of  
negative correlation between emotional well-being and 
GPA among Business Administration (r = -0.577, p < 
0.001) and Information Technology (r = -0.463, p < 0.001) 
students, suggesting better emotional well-being is highly 

linked with improved school performance (higher GPA 
mark). There existed no significant relationship among 
students who were enrolled in Hospitality Management 
or Education programs.

Figure 1: Emotional Well-Being Scores by Academic Program

Figure 1: Scatterplot of  Emotional Well-Being and GPA (Business Administration and Information Technology)

Figure 1 illustrates the mean emotional well-being scores 
across different academic programs. Students in Business 
Administration and Information Technology report 

lower well-being scores compared to those in Education 
and Hospitality Management.



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Am. J. Econ. Bus. Innov. 4(2) 204-208, 2025

Figure 2 presents a scatterplot showing the relationship 
between emotional well-being and GPA across academic 
programs. A negative trend is observed particularly among 
students in Business Administration and Information 
Technology, indicating that lower emotional well-being 
scores are associated with lower GPAs in these groups.

RESULTS AND DISCUSSION
The findings of  the research show a significant positive 
relationship between well-being and academic progress, 
particularly among the most difficult directions of  training 
the Business and IT specialties. Students in this field 
reported lower well-being scores and a higher negative 
correlation between well-being and GPA compared to 
their peers in non-STEM majors.
This is consistent with prior work indicating that students 
in competitive academic environments frequently suffer 
from elevated levels of  stress, anxiety, and emotional 
fatigue, which results from the extremity of  academic 
challenge, competitive atmospheres, and the exceptional 
amount of  workload pressure (Altiok & Üstün, 2013; 
Beiter et al., 2015). These stressors can compromise 
cognitive integrity, attention and academic motivation, 
resulting in underachievement at school (Owens et al., 
2012).
New research backs this up that academic pressure isn’t 
just tough, it’s actively harming students’ mental health. 
Tamayo (2024) warns that the relentless drive to succeed 
triggers severe anxiety, ruins sleep, and leads to burnout, 
especially in high-pressure majors. It’s worse where the 
stakes feel highest.
Furthermore, Patricio (2024) pushes for schools to spot 
struggling students early. Simple, campus-level support 
think mindfulness groups or accessible counseling isn’t 
just feel-good stuff. It’s proven to boost both well-being 
and grades.
As can be observed from Figure 1, Business 
Administration and Information Technology students 
scored markedly lower on the emotional-well-being scale 
than their peers in Hospitality Management, Education, 
and other programs, echoing recent Philippine data 
showing that emotionally demanding study arrangements 
(for instance, juggling work and study loads) suppress 
emotional-intelligence scores among college cohorts 
(Dulalas et al., 2025).
This supports the view that program structure and workload 
materially shape students’ affective health. Consistent 
with past work, students in STEM and allied-health 
disciplines often report lofty academic aspirations that 
can go unmet when institutional mental-health supports 
are insufficient (Pascoe et al., 2020).
Figure 2 depicts a clear negative relationship between 
emotional well-being and academic performance, 
indicating that students with better emotional health 
tend to earn higher grades. A complementary Philippine 
study of  online learners found that stronger emotional 
intelligence, together with sound study habits, significantly 
boosted learning motivation and ultimately academic 

success (Balano & Napil, 2024). 
This mirrors earlier evidence that mental-health 
problems predict lower GPA and higher dropout risk 
(Eisenberg et al., 2009; Stallman, 2010).
Interestingly, students in less-intensive programs such as 
Hospitality Management and Education reported higher 
emotional well-being, yet no significant link emerged 
between their well-being and GPA. Similar results have 
been noted in satisfaction-focused research where more 
relaxed blended-learning schedules improved students’ 
mood and course satisfaction without automatically 
lifting grades (Hilot et al., 2025), underscoring academic 
intensity as a key modulator of  the emotional–academic 
nexus.
These findings reinforce calls for proactive, 
program-tailored emotional-health initiatives on campus 
(Keyes et al., 2012).
Practical implications Colleges should: (Ito sir pa 
paragraph nlng po)
1. Scale mental-health services – expand counseling 

capacity and embed mental-health screening in high-stress 
programs.
2. Integrate resilience training – add credit-bearing 

workshops on coping, self-regulation, and help-seeking 
to first-year curricula.
3. Adopt department-specific supports – for example, 

peer-mentorship circles for STEM/IT cohorts facing 
heavy lab loads, or workload-management seminars for 
Business students during capstone terms.

CONCLUSION
The results of  this study uncovered significant negative 
correlations between the emotional well-being and 
academic performance of  university or college students, 
specifically those pursuing highly rigorous programs like 
Business Administration and Information Technology. 
These students had lower emotional well-being scores 
and showed greater mental health to academic outcome 
associations, which indicates that intensive workloads in 
academic work might jeopardize student performance. 
The research emphasizes the importance of  emotional 
well-being in academic achievement and highlights the 
necessity of  tackling mental health issues in schools.

Recommendations 
Given the evidence, it is advocated that institutions 
of  higher education adopt targeted interventions in 
mental health and support mechanisms, particularly 
in academically demanding programs. These can take 
the forms of  department-oriented counseling services, 
stress management workshops, academic advising, and 
incorporation of  wellness education in the curriculum. 
Universities and colleges also need to cultivate a culture 
that supports emotional well-being as an integral part 
of  academic achievement, with the aim of  guaranteeing 
that students have access to the resources they need to 
succeed both emotionally and academically.
In order to enhance the impact of  research and 



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its generalizability, the future studies will include 
participants from other institutions in various areas in 
the Philippines. To reduce self-report bias, the authors 
may be able to introduce hard measures of  academic 
performance (e.g., official GPA records) and supplement 
with qualitative data such as interviews or focus groups 
for richer detail. Finally, the role of  moderator variables 
such as Socio-Economic Status (SES), social support and 
mental health services might also explain the relationship 
between emotional health and academic achievement.

Compliance To Ethical Standards 
The researchers assure that all ethical procedures were 
strictly adhered to during the conduct of  this research. 
Informed consent was properly taken from all the 
respondents before gathering data, and participants were 
informed of  their right to withdraw at any time without 
any penalty. Anonymity and confidentiality of  all answers 
were maintained, and all data were treated in strict 
compliance with the Data Privacy Act. The welfare of  
the participants was taken care of, and no psychological 
or emotional damage was caused to them due to their 
involvement. The researchers state that there is no 
conflict of  interest regarding this study. Proper citation 
of  all sources was done, and plagiarism was avoided at all 
costs. Data interpretation was done objectively, without 
academic or personal bias, and the findings of  the study 
were utilized for academic and research purposes only.

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