Emotional well-being of schoolchildren: the role of personality traits and academic achievement

Introduction. In light of the heightened demands placed on schoolchildren, the issue of preserving emotional well-being is particularly significant. Aim. The aim of this study is to evaluate the impact of personality traits, educational environment conditions, and academic achievement on the emotional well-being of schoolchildren. Methodology and research methods . The theoretical and methodological foundation of this study is grounded in the concept of social and emotional well-being (M. Hamilton, G. Redmond) and theoretical frameworks concerning the nature of academic achievement among students (V.N. Druzhinin, M.R. Shabalina). The study involved 975 students from schools in Ekaterinburg. The research employed methods of theoretical analysis, psychodiagnostic assessment, and mathematical and statistical data processing techniques. Results. The results indicated a relationship between indicators of emotional well-being, personality traits, and academic achievement among schoolchildren. Those with high emotional well-being tend to exhibit traits such as friendliness, conscientiousness, openness to experience, and extroversion, often underestimating their actual academic performance. Conversely, schoolchildren with low emotional well-being are characterised by neuroticism and a lower subjective assessment of their academic results compared to their actual performance. Additionally, students from schools with high educational outcomes demonstrate greater emotional well-being and tend to have a slightly inflated perception of their academic achievements, in contrast to their peers from schools with lower educational outcomes. Scientific novelty. The scientific novelty of this study lies in establishing the connection between emotional well-being, personality traits, and academic success, while also examining the phenomenon of emotional well-being from the perspective of identifying its high and low levels. Practical significance . The results obtained can be utilised to predict the emotional well-being of schoolchildren and their academic success. Additionally, these findings can inform the development of programs aimed at providing psychological and pedagogical support to foster and sustain the emotional well-being of schoolchildren.