Behavioral and Psychological Problems and Their Relationship with Academic Achievement among Students in the Second Cycle of Basic Education in the City of Al-Ajilat from the Teachers’ Perspective: A Field Study

Abstract

The study aimed to identify the level of behavioral and psychological problems and their relationship to academic achievement among pupils in the second cycle of basic education in the city of Al-Ajaylat, as well as to examine the nature of this relationship with academic achievement. The study adopted the descriptive-analytical method. The sample consisted of 100 male and female teachers who were randomly selected. A questionnaire was used to measure behavioral and psychological problems, in addition to a scale based on teachers’ perceptions to assess the level of academic achievement. The data were analyzed using the Statistical Package for the Social Sciences (SPSS).

The results showed that the level of behavioral and psychological problems was high, with arithmetic means of 4.00 and 4.07, respectively. The findings also indicated that the impact of these problems on academic achievement was high, with an arithmetic mean of 4.23. Furthermore, there was a statistically significant negative correlation between behavioral problems and academic achievement (r = -0.65), as well as between psychological problems and academic achievement (r = -0.71). This indicates that an increase in behavioral and psychological problems is associated with a decrease in the level of academic achievement.

The study recommended the need to strengthen psychological and educational support within schools and to improve teachers’ skills in dealing with these problems among pupils in the second cycle of basic education.