Examining the Relationship Between Irrational Beliefs and Academic Achievement Among University Students in Afghanistan

Abstract

This study examined the relationship between irrational beliefs and their components and academic achievement among students at public universities in Afghanistan and assessed the extent to which these components predict academic achievement. The study employed an applied, descriptive-correlational research design. The population comprised students enrolled at public universities in Afghanistan, from whom 200 students were selected through convenience sampling. Irrational beliefs were measured using the Jones Irrational Beliefs Test, while academic achievement was assessed based on students’ semester grade point averages. Data were analyzed using Pearson’s correlation coefficient and multiple regression analysis at a significance level of 0.05. The findings showed that overall irrational beliefs were not significantly associated with academic achievement. However, excessive preoccupation accompanied by anxiety and hopelessness about change were significantly and negatively correlated with academic achievement. Regression analysis further indicated that anxiety-related preoccupation, hopelessness about change, and perfectionism significantly predicted academic achievement. The findings suggest that although irrational beliefs as a general construct may not directly influence academic achievement, certain specific components can significantly affect students’ academic performance.