Abstract

                 Learner autonomy, characterized by self-directed learning and intrinsic motivation, has been recognized as a pivotal factor in educational psychology. This paper examines the multifaceted relationship between learner autonomy, mental health, and problem-solving abilities in educational settings. Drawing on key theories such as Self-Determination Theory,  this study argues that learner autonomy is not merely a pedagogical preference but a foundational psychological need that significantly shapes both emotional well-being and cognitive performance. The research explores how autonomy-supportive environments, which prioritize student agency, flexibility, and personal relevance, contribute to lower levels of academic stress, greater emotional resilience, and improved capacity for creative and analytical problem-solving. This paper synthesizes theoretical perspectives with empirical findings to argue that the integration of autonomy into curriculum design, teaching practice, and institutional policy is essential for nurturing holistic learners. It further examines how the suppression of autonomy—often through rigid instructional practices, standardized assessments, or lack of student voice—can negatively affect students’ psychological health and inhibit adaptive thinking. The paper also highlights the importance of addressing the interconnectedness of mental health and learning, suggesting that autonomy-enhancing strategies can serve as both preventative and developmental tools within mental health frameworks. Furthermore, the research explores that fostering learner autonomy is essential for developing emotionally resilient and cognitively flexible individuals equipped to navigate complex academic and real-world challenges. The study concludes by offering practical recommendations for implementing autonomy-supportive practices, including professional development for teachers, inclusive curricular reforms, and cross-disciplinary collaboration between academic and mental health services.                                                                                                                                       

Keywords : Learner Autonomy, Mental Health, Problem – Solving Ability, Self – Regulated Learning