Course grades, as an indicator of academic performance, are a primary academic concern at the secondary school level and have been associated with various aspects of mental health status. The purpose of this study is to simultaneously assess whether symptoms of mental illness (depression and anxiety) and mental well-being (psychosocial well-being) are associated with self-reported grades (in their primary language [English or French] and math courses) and education behaviors (school days missed due to health, truancy, and frequency of incomplete homework) in a sample of secondary school students across Canada (n = 57,394). Multivariate imputation by chained equations and multilevel proportional odds logistic regressions were used to assess associations between mental health scores, academic performance and education behaviors. Lower depression and higher psychosocial well-being scores were associated with better grade levels in both math and language courses, as well as better education behaviors. In turn, better education behaviors were associated with higher course grades. Depression scores and psychosocial well-being scores remained associated with higher grades after controlling for education behaviors, however the magnitude of association was diminished. Results indicate that the effects of mental health factors were partially attenuated by education behaviors, suggesting while reduced class attendance and poor homework adherence were associated with both academic outcomes and mental health, they do not account entirely for the association between lower grades and worse mental health.

课程成绩是学习成绩的指标，是中学阶段的主要学术关注点，并且与心理健康状况的各个方面相关。这项研究的目的是同时评估精神疾病（抑郁和焦虑）和心理健康（心理社会幸福）的症状是否与自我报告的成绩（以其主要语言[英语或法语]和数学课程）相关）和教育行为（由于健康，逃学和不完整的家庭作业的频率而缺课的日子）在加拿大全国范围内的样本中（n = 57,394）。通过链式方程式进行的多元估算和多级比例比对数逻辑回归用于评估心理健康评分，学业成绩和教育行为之间的关联。较低的抑郁症和较高的社会心理幸福感分数与数学和语言课程的较好成绩水平以及良好的教育行为有关。反过来，更好的教育行为与更高的课程成绩相关联。在控制了教育行为之后，抑郁评分和社会心理幸福感评分仍与较高的成绩相关，但相关程度却有所降低。结果表明，教育行为部分削弱了心理健康因素的影响，