A Comparative Study of Emotional Achievement Related to the Academic Performance of Students

Authors: Yogeeta Nandwani, Pooja Gupta, Munender Kr. Tyagi

Pages: 21-26

Abstract:

This synthesized review synthesizes contemporary empirical research examining the direct relationship between student emotional well-being and academic performance. Moving beyond traditional cognitive-centric paradigms of learning, this paper demonstrates how an individual’s affective state encompassing emotional stability, subjective well-being, stress regulation, and psychological resilience directly governs cognitive availability, working memory capacity, and academic outcomes. Grounded in Fredrickson’s Broaden-and-Build Theory, Pekrun’s Control-Value Theory of Achievement Emotions, and Eysenck’s Attentional Control Theory, this synthesis articulates the neurocognitive and behavioral pathways linking affect to scholastic achievement. The review integrates studies on the debilitating consequences of anxiety, depression, and academic burnout alongside the facilitative impacts of positive affect, emotional intelligence, and social-emotional learning interventions. The paper concludes with actionable implications for teacher educators, curriculum framework, and institutional policymakers.