Abstract

Background: Academic performance is closely linked to mental health, with psychopathology and subjective well-being (SWB)being significant predictors. While the individual relationships between these factors have been studied, their simultaneousinfluence on academic performance remains underexplored. Methods: This cross-sectional study included 2951 high school students from public, subsidized, and private schools across Chile. Data were collected using self-report questionnaires assessing depressive symptoms (DS), SWB, emotional problems (EP), andbehavioral problems (BP). Structural equation modeling (SEM) was employed to analyze the relationships among thesevariables and their impact on academic performance, measured by grade point average (GPA). Results: The findings revealed significant correlations between DS, SWB, EP, and BP. Specifically, SWB was negatively associatedwith EP and BP, with a stronger correlation observed for EP. SEM analysis indicated that BP had a greater negative impact onGPA compared with EP. Positive associations were found between SWB and GPA, but these were weaker than the negativeassociations with EP and BP. Conclusions: Mental health, particularly BP, plays a critical role in academic performance. Enhancing SWB and addressing EPand BP through targeted interventions could improve academic outcomes. The study highlights the need for a comprehensiveapproach to adolescent mental health that considers both positive and negative aspects to support academic success.