The Nexus Among Coaching Behavior, Students’ Performance And Academic Emotions

Abstract

This study explores that how coaching behavior influences students’ academic performance and emotional experiences in learning contexts. The research examines the role of coaching behaviors, autonomy, supportive, controlling, and democratic in shaping students’ intrinsic motivation, self-regulation, emotional resilience and performance. Using a quantitative research design, the data were collected from students (342), in higher education institutions through structured questionnaire. The findings reveal that positive coaching behavior significantly enhances students’ academic performance by fostering the constructive academic emotions. The results also indicate that effective coaching behavior promotes the supportive learning environment, enabling students to develop adaptive emotional responses to academic challenges. This study contributes to growing body of literature by highlighting the interplay amid coaching practices and student outcomes, emphasizing the standing of emotional well-being in the academic success. The implications for educators, coaches, and policymakers include adopting coaching strategies that prioritize the emotional engagement and performance enhancement. The future research is encouraged to explore the longitudinal impacts and facilitating effects of demographic variables.