Date of Award:

8-2025

Document Type:

Dissertation

Degree Name:

Doctor of Philosophy (PhD)

Department:

Psychology

Committee Chair(s)

Tyler Renshaw (Committee Chair)

Committee

Tyler Renshaw

Committee

Gretchen Peacock

Committee

Jessie Koltz

Committee

Aaron Fischer

Committee

David Longhurst

Abstract

This multiple-paper dissertation examines how adolescent complete mental health, based on the Dual-Factor Model, predicts high school academic performance. The Dual-Factor Model considers both psychological distress (such as internalizing and externalizing symptoms) and subjective wellbeing (such as life satisfaction and positive affect). The main research objective is to determine whether this comprehensive framework offers stronger predictive power for academic success than symptom-based approaches alone.

Two studies were conducted using self-report mental health data collected at three time points during an academic year. These data were analyzed alongside end-of-quarter grade point averages in English Language Arts, math, and overall GPA using multilevel modeling. The analyses controlled for relevant demographic and school-level covariates.

Results suggest that subjective wellbeing contributes uniquely to academic performance, even when accounting for emotional and behavioral symptoms. Students with higher levels of wellbeing tended to earn better grades, regardless of whether they showed clinical signs of distress. These findings support the integration of strength-based mental health screening and interventions in school settings.

The results advocate for the use of continuous, dual-factor screening models in schools to move beyond a purely deficit-based focus. By assessing both student strengths and symptoms, schools can implement more comprehensive interventions that cultivate well-being while addressing mental health problems, thereby supporting students' holistic development and academic achievement.

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