Students' Emotional Issues That Interfere with Academic Performance in K-12 Public Schools
Classroom settings are emotion-filled areas of learning for children; for instance, children may experience excitement to learn a new lesson, anxiety and hope when awaiting test results, pride when faced with success, surprise upon finding a novel solution, shame for academic failure, or boredom in the course of lessons. Further, social emotions such as rage, understanding, appreciation, disdain, or jealousy directed at fellow students and educators also have a part to play within classroom settings (LEE & SHUTE, 2010). Lastly, children may bring home and community events-related emotions to school, which can, despite being external to classroom settings, strongly impact their learning experiences, including emotional havoc wrecked by familial stress.
All emotions are able to significantly impact pupil instruction and academic success. Emotions facilitate student attentiveness or contribute to inattentiveness, impact their drive to learn, change their learning strategy, and influence their learning-related self-regulation. Moreover, emotions form part of a child's identity, shaping their personality, and physical and mental wellbeing (Mushtaq & Khan, 2012). Emotions, from a scholastic standpoint, are vital owing to their impact on knowledge and skill acquisition and progress. However, another key academic objective significant in itself is individual pupils' emotional health.
Problem Statement
An individual's negative-positive emotional balance constitutes a factor in their life satisfaction measurements. Satisfaction represents a mental state, a person's mental judgmental process. Life satisfaction may be explained in terms of how far individuals positively assess their life's quality, in general. Emotions are regarded as fundamental adaptive and stimulating procedures, successfully influencing acumen and sound reasoning (LEE & SHUTE, 2010; Mushtaq & Khan, 2012). Emotions also have both biological-adaptive and psychological-constructive roles, and affect social dealings, goal attainment, cognitive processing, and personality operation. They act as mediators between continuously evolving circumstances and a person's behavioral reactions, thus acting as key adaptive personal functions.
Purpose of the Study
Attainment of educational qualifications is vital to one and all, in order to enjoy success in life, particularly in case of K-12 public school-goers, since their scholastic achievement lays down the conditions for their choice of further studies. Therefore, K-12 schooling represents the most critical phase of education, as it helps establish a sound groundwork for higher education and the establishment of a successful career. All students ought to be appropriately enlightened so that they may be interested in acquiring requisite knowledge, capabilities and skills. K-12 pupils are largely young kids and teenagers (Khurshid et al., 2015). The teenage, in particular, is a very crucial phase of life with regard to choosing a specific field to pursue. Emotional issues have major effects on K-12 public school pupils. The current study's significance lies in its chief emphasis on the emotional issues Kindergarten through 12th grade pupils in public schools are plagued with, their involvement in learning, scholastic progress, and the relationship between the aforementioned elements.
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