| Titre : | Well-being and University Students’ Academic Achievement : Case Study of English Language Department students |
| Auteurs : | AOUAD Halima Ismahane, Auteur ; Dr. K. BELASKRI, Directeur de thèse |
| Type de document : | texte imprimé |
| Editeur : | Dr. Moulay Tahar University, Saida Faculty of Letters, Languages and Arts Department of English Language and Literature, 2023-2024 |
| Format : | 82p / CD |
| Langues: | Anglais |
| Catégories : | |
| Mots-clés: | Well-being, academic achievement, internal and external factors, support systems, University EFL learners |
| Résumé : | Nowadays, the term “well-being” has become one of the most crucial and controversial areas of interest in the human life around the globe, especially in the life of university students. In the context of higher education, well-being needs to be given importance due to its strong correlation with the learners’ academic success; since their overall well-being impacts academic achievement, and their academic accomplishment influence their overall wellness. The current research study, aims to shed lights and examine the interplay between well-being and academic achievement among the English Language Department students, at Dr Moulay Tahar Saida University. It identifies the key factors influencing well-being and achievement, and explores the availability and effectiveness of support systems within the English Language Department, Dr Moulay Tahar Saida University. To improve the investigation, we opt for the Mixed-method approach; where both qualitative and quantitative methods are used. We employ different research tools including students’ questionnaire containing both close and open-ended questions delivered to 116 students, unstructured interviews conducted with 3 English language teachers, and a classroom observation. A number of findings are uncovered; first, there is a strong relationship between the EFL learners well-being and academic success. Students asserted that their overall wellness affects their academic pursuits and their academic pressure impact their overall well- being. Second, the internal and the external factors, such as self-esteem and university setting, appeared to be key factors influencing their overall well-being and academic performance. Finally, the available support systems within the university is affecting students well-being positively, while the lack of the important support systems have a huge impact on their overall wellness and success. As a result, the overall well-being of students is influenced by their academic goals, and their academic performance is greatly impacted their wellness, which means that there is strong relationship between the EFL learners well-being and academic achievement. At the end of the research study, we suggested some recommendations for the learners, teachers, and administrators to fulfill the Dr Moulay Tahar Saida University students’ well-being and academic success. |
| Note de contenu : |
Table of contents
Declaration of Originality I Dedication II Acknowledgements III Abstract IV Table of Contents V List of Tables VIII List of Figures VIII List of Abbreviations VIIII List of Appendices X General Introduction 01 Chapter One : Review of the Related Literature 1.1 Introduction 05 1.2 Well-being and Academic Achievement 05 1.2.1 Definition and Introduction to Well-being 05 1.2.2 Definition and Introduction to Academic Achievement 06 1.2.3 Well-being and Academic Achievement Relationship 07 1.3 Categories of Well-being 07 1.3.1 Physical Well-being 07 1.3.2 Psychological Well-being 08 1.3.3 Mental and Emotional Well-being 09 1.3.4 Social Well-being 09 1.3.5 Financial Well-being 10 1.4 Factors Influencing Well-being and Academic Achievement 11 1.4.1 Internal Factors 11 VI 1.4.2 External Factors 13 1.5 Support Systems 14 1.6 Conclusion 16 Chapter Two : Research Methodology and Design 2.1 Introduction 18 2.2 The Aim of the Study 18 2.3 Population and Sampling 18 2.3.1 The Students 19 2.3.2 The Teachers 19 2.4 The Research Site 19 2.5 The Research Methodology 19 2.6 The Research Instruments 21 2.6.1 Students’ Questionnaire 21 2.6.2 Teachers’ Interview 22 2.6.3 Classroom Observation 23 2.7 Conclusion 23 Chapter Three : Data Analysis and Discussion 3.1 Introduction 25 3.2 Results / Findings 25 3.2.1 Students’ Questionnaire 25 3.2.2 Teachers’ Interview 37 3.2.3 Classroom Observation 41 3.3 Discussion and Interpretation 42 3.3.1 Students’ Questionnaire 42 VII 3.3.2 Teachers’ Interview 43 3.3.3 Classroom Observation 45 3.4 Recommendations 45 3.5 Conclusion 47 General Conclusion 49 References 56 Appendices 65 |
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