Abstract

• The main purpose of the present study was to study the relationship between mental well-being, adjustment styles and academic achievement of student-teachers. Questionnaire survey method was applied and quantitative approach was executed in this study. A total of 474 student-teachers (147 males and 327 females) from Yangon University of Education and Sagaing University of Education participated in this study. The required sample was selected by using random sampling technique. As the research instruments, Warwick-Edinburgh Mental Well-being Scale (WEMWBS, 2005) and Adjustment Styles Inventory developed by Kumar (1998), Reddy (1990) and Srinivas (1999) were applied to measure the mental well-being state and various adjustment styles of student-teachers. Academic achievement was described in terms of scores obtained from an achievement test including three subjects (Educational Psychology, English and Biology) in 2016-2017 Academic Year developed by the researcher. In the analysis of data, descriptive statistics, independent sample t-test, one-way ANOVA, Pearson’s correlation technique and stepwise multiple regression analysis were used in this study. According to the results of regression analyses, it can be concluded that both mental well-being and three subscales of adjustment styles inventory: appraisal-focused, problem-focused and emotional-focused were also significant predictive of academic achievement of student-teachers. To sum up, the studentteachers who are in good state of mental well-being and able to adjust difficulties in their life are active in academic activities and achieve well in their student life in universities of education.