Adolescence and Academic Well-Being: Parents, Teachers, and Students' Perceptions
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| Title: | Adolescence and Academic Well-Being: Parents, Teachers, and Students' Perceptions |
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| Language: | English |
| Authors: | Hashmi, Kiran, Fayyaz, Humera Naz |
| Source: | Journal of Education and Educational Development. Jun 2022 9(1):27-47. |
| Availability: | Institute of Business Management, Department of Education. Korangi Creek, Karachi-75190, Sindh, Pakistan. Tel: +92-21-111-002-004; Fax: +92-21-3509-0968; e-mail: education.journal@obm.edu.pk; Web site: http://jmsnew.iobmresearch.com/index.php/joeed/index |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Adolescents, Foreign Countries, Academic Achievement, Well Being, Parent Attitudes, Teacher Attitudes, Student Attitudes, Emotional Response, Student Experience, Teacher Influence, Parent Child Relationship, Emotional Development, Student Needs, Parent Influence |
| Geographic Terms: | Pakistan |
| ISSN: | 2310-0869 2313-3538 |
| Abstract: | This paper addresses an investigation into the relationship between adolescent emotions and academic well-being. It explores teachers', parents', and students' perceptions of adolescents' understanding of their emotions and academic development. Studies have shown that adolescents of all stages are engaged in incidental and formal learning, they learn from different environments, perceive different perspectives, and learn from experiencing the new methodologies of life. Adolescents prefer to talk more about themselves, their lives, their decisions, their thinking, and their ways of approaching solutions to problems. At this stage, adolescents may get emotionally hurt easily, which may lead to dissatisfaction or the development of adverse behaviors. Thus, at this age, emotional disorders or behaviors need immediate attention by parents, teachers, and peers to avoid negative effects on their academic performance. The researcher carefully chose the phenomenological research approach to study the experience of individuals and perceptions of teachers, parents, and adolescents. Data were collected through three focus group discussions a) Teachers b) Students c) Parents. The data were analyzed using thematic analysis techniques. Research findings show that there is a strong connection and relationship between adolescents' emotions and academics, and they are emotionally involved in different activities. They are also under peer pressure and academic pressure from teachers and parents to study and this impacts their academic performance. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | EJ1347671 |
| Database: | ERIC |
| Abstract: | This paper addresses an investigation into the relationship between adolescent emotions and academic well-being. It explores teachers', parents', and students' perceptions of adolescents' understanding of their emotions and academic development. Studies have shown that adolescents of all stages are engaged in incidental and formal learning, they learn from different environments, perceive different perspectives, and learn from experiencing the new methodologies of life. Adolescents prefer to talk more about themselves, their lives, their decisions, their thinking, and their ways of approaching solutions to problems. At this stage, adolescents may get emotionally hurt easily, which may lead to dissatisfaction or the development of adverse behaviors. Thus, at this age, emotional disorders or behaviors need immediate attention by parents, teachers, and peers to avoid negative effects on their academic performance. The researcher carefully chose the phenomenological research approach to study the experience of individuals and perceptions of teachers, parents, and adolescents. Data were collected through three focus group discussions a) Teachers b) Students c) Parents. The data were analyzed using thematic analysis techniques. Research findings show that there is a strong connection and relationship between adolescents' emotions and academics, and they are emotionally involved in different activities. They are also under peer pressure and academic pressure from teachers and parents to study and this impacts their academic performance. |
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| ISSN: | 2310-0869 2313-3538 |
