EMOTIONAL WELL-BEING AND ACADEMIC PERFORMANCE OF ACCOUNTING STUDENTS IN THE UNIVERSITY OF BENIN

ABSTRACT

This study aims to examine the impact of emotional well-being on the academic performance of accounting students in Nigerian universities. The population consists of 1,630 accounting students at the University of Benin, with a sample size of 312 determined using the Raosoft Online Sample Size Calculator. Employing a descriptive survey research design, data were collected through structured questionnaires and analyzed using descriptive statistics and simple linear regression to determine the relationship between emotional well-being and academic performance. The findings reveal a significant difference in the emotional well-being of male and female students, a significant positive correlation between emotional well-being and academic performance, and the identification of several factors that influence emotional well-being which are fear of failure, performance anxiety, academic pressure and workload, rigorous curriculum. Recommendations include implementing gender-sensitive support systems, integrating emotional well-being programs into curricula, developing policies to mitigate adverse factors, providing mental health resources, and training faculty members to address students' emotional needs. Future research should explore longitudinal effects of interventions, cultural differences in emotional well-being, specific intervention effectiveness, familial and societal influences, and the use of emerging technologies to support student well-being.