Emotional Stability and Academic Achievement among Primary and Secondary School Students: An Empirical Study

Abstract

In recent years, the influence of non-cognitive factors such as personality traits on students’ academic achievement has received increasing attention in educational psychology. Among these traits, emotional stability—defined as the ability to remain calm and balanced, especially under stress—has been theorized to play a vital role in learning outcomes. However, empirical research specifically examining the effects of emotional stability on academic achievement among primary and secondary school students, particularly in non-Western contexts, is still limited. This study investigates the relationship between emotional stability and academic achievement in a large sample of primary and secondary school students in China, using the Five-Factor Model of personality and considering moderating variables such as gender, grade level, and urban-rural differences. A cross-sectional survey of 1,200 students from grades 4 to 9 across three provinces assessed emotional stability using the Big Five Inventory and measured academic achievement via standardized end-of-term test scores in core subjects. Data were analyzed using descriptive statistics, Pearson’s correlation, and multiple regression analysis. The results showed a significant positive correlation between emotional stability and academic achievement (r = 0.36, p < 0.01), with emotional stability remaining a significant predictor even after controlling for gender, socio-economic status, and parental education. The association was particularly strong among secondary school students and those in urban areas. These findings underscore the importance of emotional stability as a non-cognitive predictor of academic success in primary and secondary education, offering implications for educational practice and student support, and suggesting avenues for further research.