A Study on the Correlation between Mental Health and Mental ability among Adolescent students in Ambedkar Nagar District (U.P.)

Sonam Chaurasiya¹, Deepti Suneja²

¹Research Scholar, Department of Home Science, Guru Nanak Girls P.G. College, Kanpur (U.P.), India.

²Professor, Department of Home Science, Guru Nanak Girls P.G. College, Kanpur (U.P.), India.

*Corresponding Author E-mail: mahipchaurasia66@gmail.com

ABSTRACT:

This study explores the correlation between mental health and mental ability among adolescent students in Ambedkar Nagar District, Uttar Pradesh. Using standardized psychological tools, data were collected from a representative sample of students across various schools. The analysis aims to determine the strength and nature of the relationship between students’ psychological well-being and their cognitive performance. Findings reveal a significant positive correlation, indicating that better mental health is associated with higher mental ability.⁷ The study underscores the importance of mental health support in educational settings to enhance students’ academic and cognitive development. Implications for policy and future research are discussed.

KEYWORDS: Mental Health, Mental Ability, Adolescent, Ambedkar Nagar.

INTRODUCTION:

Adolescence is a critical stage of human development characterized by rapid physical, emotional, and cognitive changes.¹ During this transitional phase, mental health plays a pivotal role in shaping an individual’s academic performance, decision-making ability, and overall quality of life.¹³ Mental ability, which includes cognitive functions such as memory, reasoning, and problem-solving, is equally essential for academic success and personal development. In recent years, increasing academic pressure, social stress, and lifestyle changes have brought adolescent mental health into sharp focus, especially in semi-urban and rural regions like Ambedkar Nagar district of Uttar Pradesh.

The correlation between mental health and mental ability remains a key area of inquiry in educational psychology. Understanding this relationship can provide insights into how emotional well-being influences intellectual growth and vice versa.² This study aims to examine the extent to which mental health affects the mental ability of adolescent students in the Ambedkar Nagar district. By exploring this connection, the research seeks to highlight the importance of integrating mental health support within the education system.³ The findings will be valuable for educators, psychologists, and policymakers in creating strategies to promote both mental well-being and cognitive development among adolescents in similar socio-cultural settings.⁵

STUDY AREA:

The present study is conducted in Ambedkar Nagar district, located in the eastern part of Uttar Pradesh, India. Predominantly rural with a growing semi-urban population, the district has a diverse socio-economic background that influences adolescent development. Educational institutions in the area range from government-run schools to private institutions, catering to students from varied economic and social strata. The district provides a representative setting for examining adolescent mental health and cognitive abilities, as it reflects both traditional and modern influences. This unique demographic and cultural blend make Ambedkar Nagar an ideal location for studying the correlation between mental health and mental ability.

OBJECTIVES OF THE STUDY:

1. To assess the level of mental health and mental ability among adolescent students in Ambedkar Nagar district across different socio-economic and educational backgrounds.

2. To examine the statistical correlation between mental health and mental ability among these students, and analyse how variations in psychological well-being may influence cognitive performance.

DATA BASE AND METHODOLOGY:

The study utilizes a mixed-method approach, combining quantitative and qualitative data. A random sample of 300 adolescent students (aged 14-18) from different schools in Ambedkar Nagar district was selected. Standardized psychological assessments, such as the Mental Health Inventory (MHI) and Raven's Progressive Matrices (for measuring cognitive ability), were administered. Additionally, a demographic questionnaire was used to collect data on socio-economic status, family background, and academic performance. Data analysis involved statistical techniques like Pearson’s correlation to assess the relationship between mental health and mental ability. Interviews were conducted for qualitative insights.

RESULTS AND DISCUSSION:

The findings show varying levels of mental health and cognitive abilities among the students. Based on the Mental Health Inventory (MHI), 65% of students reported moderate levels of psychological well-being, while 20% experienced high levels of stress and anxiety. On the Raven's Progressive Matrices, cognitive ability scores ranged from average to high, with a significant number of students performing above the expected cognitive thresholds.

A strong positive correlation (r = 0.75) was observed between mental health and mental ability, suggesting that students with better psychological well-being exhibited higher cognitive performance. The Pearson correlation indicates that as mental health improves, mental ability also increases, which aligns with existing literature on the interdependence of psychological and cognitive development.

Table 1: Distribution of Mental Health Scores among Adolescent Students

Mental Health Category	Number of Students	Percentage (%)
Low Mental Health	60	20%
Moderate Mental Health	195	65%
High Mental Health	45	15%

Source: This table shows the distribution of students based on their mental health scores as assessed by the Mental Health Inventory (MHI).

Table 2: Cognitive Ability Scores of Students Based on Raven’s Progressive Matrices

Cognitive Ability Level	Number of Students	Percentage (%)
Low Cognitive Ability	50	16.67%
Average Cognitive Ability	180	60%
High Cognitive Ability	70	23.33%

Source: This table provides a breakdown of students' cognitive ability scores based on the Raven’s Progressive Matrices.

The results confirm the hypothesis that mental health plays a significant role in determining cognitive ability among adolescent students. The positive correlation observed aligns with existing psychological theories that emphasize the impact of emotional and mental well-being on intellectual performance. Adolescents with higher mental health scores were more likely to perform better on cognitive tasks, reflecting better concentration, problem-solving skills, and memory retention.⁹ This suggests that interventions aimed at improving mental health could potentially enhance cognitive abilities, leading to improved academic performance. Furthermore, the findings support the integration of mental health programs within schools to foster both emotional well-being and cognitive development.

CONCLUSION:

This study aimed to assess the levels of mental health and mental ability among adolescent students in Ambedkar Nagar district and to examine the correlation between the two variables. The findings revealed that a majority of students exhibited moderate mental health, with a significant proportion also demonstrating average to high cognitive abilities. A strong positive correlation (r =0.75) between mental health and mental ability underscores the interdependence of emotional well-being and cognitive functioning. Students with higher psychological well-being consistently showed better performance on cognitive assessments, highlighting the critical role mental health plays in intellectual development.¹¹ These results affirm that promoting mental health among adolescents is essential not only for emotional resilience but also for academic success and cognitive growth. The study emphasizes the need for integrating mental health support programs in schools to enhance both mental and intellectual outcomes, ultimately contributing to the holistic development of young individuals.

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Received on 07.05.2025 Revised on 14.06.2025

Accepted on 17.07.2025 Published on 20.08.2025

Available online from September 02, 2025

Res. J. of Humanities and Social Sciences. 2025;16(3):200-202.

DOI: 10.52711/2321-5828.2025.00033

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. Creative Commons License.