While there is no doubt that academic achievement is an important outcome of

formal educational experiences, researchers and policymakers are increasingly

turning to social and emotional factors, as well as the relationships between them,
as indicators of student well-being. Academic achievement is important in the
studies conducted by Colmar et al., 2019. According to Colmar et al., 2019,
elementary school students' ability to respond to academic challenges, known as
academic buoyancy, was not an indicator of academic achievement. However,
academic buoyancy effects for both reading and mathematics achievement in
Australian students were demonstrated when mediated by self-concept. Martinez et
al., 2019 study of Spanish/Portuguese university students' engagement and
achievement emphasizes psychological capital resources (e.g. efficacy, hope,
optimism, resilience). Their findings revealed that students who report being
engaged in learning are more likely to be users of psychological capital, which leads
to higher academic achievement (Moore P, 2019).

https://www.tandfonline.com/doi/full/10.1080/01443410.2019.1643971

Tadese, M. Yeshaneh, A. & Mulu, G. (2022). Determinants of good academic

performance among university students in Ethiopia: a cross-sectional study. BMC
Medical Education. file:///C:/Users/Admin/Downloads/s12909-022-03461-0.pdf

Academic performance/ achievement is the extent to which a student, teacher, or

institution has attained their short or long-term educational goals and is measured
either by continuous assessment or cumulative grade point average (CGPA) [3]. A
correlational study among vocational high school students in Indonesia found that
students who had good academic achievements have higher income, better
employment benefits, and more advancement opportunities [4]. Besides,
academically successful students have higher self-esteem and self-confidence, low
levels of anxiety and depression, are socially inclined, and are less likely to engage in
substance abuse, i.e., alcohol and khat [5].

Mappadang, A., Khusaini, K., Sinaga, M., & Elizabeth, E. (2022). Academic interest
determines the academic performance of undergraduate accounting students:
Multinomial logit evidence. Cogent and Business Management. Volume 9, 2022.
https://www.tandfonline.com/doi/full/10.1080/23311975.2022.2101326

Academic performance is considered an important achievement for students during

the educational process in the university. The achievement of the performance
affects the students’ current and future life (Kell et al., Citation2013), as well as
portraying students’ inherent productivity and ability (Hanushek, Citation2020;
Sothan, Citation2019). Students are taught accounting concepts and principles to be
capable of improving a strong analytic skill, language skill, business, information and
communication technology, competence, and higher education’s value (Lemos et al.,
Citation2011; Papageorgiou, Citation 2017; Papageorgiou & Callaghan,
Citation2020). However, other researchers confirmed that students’ academic
achievement is a “net outcome” from both cognitive and non-cognitive attributes
(Khine, Citation2016; J. Lee & Shute, Citation2010).

A significant achievement for learners during their learning process in college is

academic performance. Performance attainment has an impact on students' present
and future lives (Mappadang, et al., 2022), as well as portraying learners' intrinsic
productiveness and aptitude (Hanushek, 2020; Sothan, 2019). In addition, a
correlational research of vocational high school students in Indonesia discovered
that pupils with excellent academic achievement have higher salary, better work
advantages, and more prospects for growth. Furthermore, pupils who do well in
school possess greater confidence and self-worth, have lower levels of depressive
disorders and anxiety, are more sociable, and are less prone to using harmful
substances such as liquor and khat (Tadese, et al., 2022).

While there is no doubt that academic achievement is an important outcome of

formal educational experiences, researchers and policymakers are increasingly
turning to social and emotional factors, as well as the relationships between them,
as indicators of student well-being (Moore P, 2019). Furthermore, accounting
concepts and principles are taught to students so that they can improve their
analytic skills, language skills, business, technological and informational competency,
and the importance of institutional value (Mappadang, et al., 2022; Papageorgiou,
Citation 2017; Papageorgiou & Callaghan, Citation2020). Thus, according to Moore
(2019) findings, pupils who report being actively learning are more likely to deploy
psychological resources, which results in higher academic accomplishment.