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Abstract
This study investigates the intricate relationship between psychological well-being and academic performance among students at the University of Benin. The research explores the impact of psychological issues such as anxiety, stress, and depression on students' academic journeys, as well as the influence of factors like parental roles and social support on their psychological well-being and academic success. A total of 377 students from various academic programs participated in the study, with statistical analysis, including the Spearman Rank Correlation test, used to extract meaningful insights and Statistical software SPSS used in analyzing data. The Findings drawn from this research are as follows: First, there is a significant correlation between psychological dysfunction, characterized by anxiety, stress, and depression, and students' academic performance. This emphasizes the need to address students' psychological well-being to enhance their academic success. Second, strong parental support plays a crucial role in mitigating psychological dysfunction, positively influencing academic performance. Lastly, fostering social support networks among students contributes to reduced psychological dysfunction and improved academic performance. Based on these insights, the study recommends enhancing psychological support services within the University of Benin, promoting parental engagement programs, and nurturing social support networks among students. These efforts can collectively contribute to students' holistic development, ensuring both their well-being and academic achievements.
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