Education being one of the cornerstones of the Philippines, teachers may experience pressure and burnout from carrying the workload and responsibilities of being second to parents being the steppingstone for the development of young children. This study used a moderation analysis research design to examine if resilience moderates the relationship between work-related burnout and psychological well-being. Using a non-probability purposive sampling technique, over 233 Filipino public elementary school teachers from Quezon City, Philippines, participated. Results revealed a substantial negative relationship between psychological well-being and work-related burnout, and a positive relationship exists between resilience and psychological well-being. Furthermore, linear regression analysis showed that work-related burnout negatively predicted psychological well-being. Moreover, this study found that resilience does not moderate the association between work-related burnout and psychological well-being among public elementary school teachers.

The issues of poor academic outcomes, dismissal, high attrition, and dropout rates among college students have long concerned for many educators and college communities. Several scholars have posited that these problems can be addressed through the development of emotional intelligence and increased student engagement. Considering these problems, the present study aimed to assess the efficacy of emotional intelligence and student engagement in improving academic performance. The sample of the study consisted of 119 undergraduate students selected using the convenience sampling technique. Self-report Emotional Intelligence Test and Student Engagement Scale were adopted to measure emotional intelligence and student engagement respectively. Cumulative Grade Point Average (CGPA) served as a measurement of academic achievement in the present study. Results from regression analyses revealed that certain components of emotional intelligence and academic engagement demonstrated a significant prediction effect on academic performance. From demographics, students’ programs of study showed a significant relationship with academic achievement. The present findings may provide directions for the college communities in fostering student engagement and emotional intelligence, thereby improving academic achievement of their students. The study also discusses limitations and future research directions.

Education in the modern era expects institutions to help students to thrive. Not only may class engagement improve academic performance, but it may also enhance students' well-being. This study investigated class engagement and its motivation and academic achievements’ effect on university students’ mental well-being. 231 university students, with a mean age of 21.46, participated in this study. About 65% were senior students, and average GPA was 3.46 (SD = 0.32). For measurements, General Class Engagement Scale, Motivations for Class Engagement Scale, and Warwick-Edinburg Mental Well-being Short Form was employed. Academic achievement was measured by GPA. For data analysis, Pearson correlation analysis and regression analyses were conducted. Results show that class engagement, its motivations, academic achievement, and mental well-being were all positively correlated. Moreover, class engagement and its motivations positively predicted mental well-being. However, GPA was non-significant. Hence, in a group of mostly senior university students, class engagement was more significant than academic achievement regarding their mental well-being. Furthermore, about 91% of this study’s participants were honor students (above 3 GPA). Therefore, being academically successful may not always be enough to be happy and well. However, educators may help students by emphasizing class engagement.

The use of grades as an extrinsic motivator in formal schooling has been demonstrated in previous research to have negative implications for students’ learning and mental health. This subject matter has been particularly absent from the research literature in Vietnam, where the obsession with grades is self-evident. The present study aims to explore Vietnamese university students’ orientations toward learning and grades, learning strategy use, mental well-being, and how these variables correlate. In addition, the study examines the potential interplay between learning orientation and grade orientation to influence the latter two variables. A quantitative research design was employed to achieve these goals. Survey responses were collected from 38 second- and third-year students majoring in English Language at a large, public university during a summer semester. Specifically for learning strategy use, participants were directed to pull from their experiences in a Public Speaking course that they had completed in the previous semester. Results revealed that a learning orientation was moderately related to both adaptive learning strategy use and mental wellness, whereas a grade orientation was only negatively related to learning strategy use and unrelated to mental well-being. Moreover, a strong learning orientation alone resulted in the most positive outcomes for both learning and mental health, and higher levels of grade orientation weakened those outcomes. Limitations of the study, directions for future research in this area, and implications for students and educators are then discussed.  

The mental well-being of individuals is as important as their physical health, contributing to their overall quality of life. It is, however, often neglected due to associated stigma, with people silently suffering from mental health challenges. In India, a large population is struggling with mental health concerns, especially teenagers and adolescents. With a population of around 1.4 billion, India faces an immense shortage of adequate mental health services, realizing the need for alternate strategies to fill the treatment gap. As teachers spend much time with students in school, they can contribute to their mental well-being if provided with capacity-building opportunities. This study aims to measure the impact of a teacher sensitization program in Indian government schools on mental health-related knowledge, beliefs, and the behaviours demonstrated by them in the classroom while interacting with children, creating a ripple effect towards students’ mental well-being. A total of 136 teachers who were teaching at government high schools in the district of Varanasi, Uttar Pradesh, India, were included in the study. The study used a pre- and post-design to investigate the impact of a teacher sensitization program on their understanding related to mental health. The results indicated notable improvements in teachers' attitudes and beliefs toward mental well-being, with significant improvements observed in areas such as behaviour, teachers' body language, relationships with students, and the use of effective teaching strategies. The findings highlight the importance of professional development initiatives to equip teachers with the skills to effectively support student well-being.

Subjective well-being is a form of self-evaluation of life by referring to cognitive and affective aspects. This systematic review analyzes 13 international journals on factors that influence subjective well-being in the older adults. The review planning uses the SPIDER formulation, namely Sample, Phenomenon of Interest, Design, Evaluation, Research Type. The results of this review analysis show the elderly can feel the meaning and satisfaction of life, spread positive things, and tend to get a sense of security and happiness. Based on the results of the systematic review analysis, it shows that there are various factors that influence subjective well-being in the elderly. Several factors that can influence subjective well-being in terms of demographics, social activities, physiological factors, and psychological factors. Among them are volunteer activities, economic income, family support, participation in various activities both social and religious, education, physical health, income satisfaction, spirituality and religiosity, positive experiences and emotions, sleep quality, self-efficacy, and internet use. These results can be a reference and recommendation for conducting further and more specific research on subjective well-being factors in the older adults.