Prediction of Academic Progress Based on Mental Health, Emotional Intelligence, and Family Tension Among Students of the Faculty of Humanities at Islamic Azad University, Science and Research Branch

Abstract

Introduction and Aim: Academic achievement is considered one of the most important indicators of educational quality and is influenced by multiple psychological and environmental factors. The present study aimed to investigate the predictive role of mental health, emotional intelligence, and family tension in the academic progress of students at the Faculty of Humanities, Islamic Azad University, Science and Research Branch, Tehran.

Methodology: This study employed a descriptive-correlational design with a predictive approach. The statistical population included undergraduate, master’s, and doctoral students of the Faculty of Humanities at Islamic Azad University, Science and Research Branch, Tehran, during the 1403 academic year, from which 270 participants were selected using stratified random sampling. Data collection tools included the Goldberg and Hillier General Health Questionnaire, the Schutte Emotional Intelligence Questionnaire, and the Family Emotional Involvement and Criticism Scale. Data were analyzed using Pearson correlation and multiple linear regression analyses in SPSS software.

Findings: The results demonstrated a significant positive relationship between mental health and academic achievement (r=0.759, p<0.05). Emotional intelligence also showed a significant positive correlation with academic progress (r=0.780, p<0.01), whereas family tension had a significant negative relationship with academic achievement (r=-0.861, p<0.05). Multiple regression analysis indicated that mental health (β=0.395), family tension (β=0.311), and emotional intelligence (β=0.295) significantly predicted academic achievement, and the final regression model showed a satisfactory fit (F=524.417, p=0.000).

Conclusion: The findings revealed that psychological and familial factors play a crucial role in students’ academic achievement. Improving mental health and emotional intelligence while reducing family tension may contribute to better academic performance and educational success among university students. The results highlight the importance of simultaneously considering individual and environmental variables in educational and counseling programs at universities.