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THE RELATIONSHIP BETWEEN ACADEMIC MOTIVATION, MENTAL HEALTH STATUS AND ACADEMIC PERFORMANCE OF STUDENTS IN HANOI
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Abstract
Objective: This study aimed to evaluate the relationship between academic motivation, mental health status, and academic performance among 6th-grade students in Hanoi. Methods: A cross-sectional descriptive study was conducted on 537 students at Ngo Si Lien Secondary School, Hanoi. Data were collected using structured questionnaires, the Short Mood and Feelings Questionnaire (SMFQ) to assess depression risk, and the Academic Motivation Scale to measure academic motivation. Data analysis was performed using Stata 16.0 software with Chi-square tests and hierarchical logistic regression models. Results: The prevalence of depression risk (SMFQ ≥ 12) was 5.2%. Depression risk was negatively associated with academic performance in the initial model (OR = 0.67, p < 0.05) but became nonsignificant after adjusting for academic motivation. Male students had lower academic performance than female students (OR = 0.58, p < 0.05). Higher socioeconomic status was positively associated with academic performance (OR = 2.59, p < 0.05). Extrinsic motivation driven by pressure (EMIN) showed a positive association with academic performance (OR = 1.38, p < 0.05), while amotivation (AM) had a significant negative association (OR = 0.80, p < 0.05). Conclusion: The study highlights the critical mediating role of academic motivation in the relationship between mental health and academic performance. Enhancing academic motivation, particularly by fostering intrinsic motivation, may be an effective strategy to improve students' academic outcomes.
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Keywords
: mental health, academic motivation, academic performance, 6th-grade students.
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