The Relationship between Psychological Well-Being and Academic Performance of BECEd Students of Goa Community College, Camarines Sur, Philippines
DOI:
https://doi.org/10.65339/ijsair.V2.I1.54Keywords:
Academic performance; Autonomy; Environmental mastery; Goa Community College; Kaginhawahan Toolkit; Psychological well-being; Purpose in life; Ryff’s psychological well-being scale; Self-acceptance; Sustainable Development Goals (SDGs)Abstract
This study examined the relationship between psychological well-being and academic performance among Bachelor of Early Childhood Education (BECEd) students in Goa Community College, Camarines Sur, during the first semester of SY 2023–2024. Anchored on the Six-factor Model of Psychological Well-being by Carol Ryff10, the PERMA Model by Martin Seligman11, the Humanistic theory by Carl Rogers12, and “Kaginhawahan: A Well-Being Model Theory.” (RESEARCHER’S THEORY, 2024), the research used a quantitative descriptive correlational1 design. A total of 144 BECEd students (ages 18–37) participated, and data were collected through a self-administered questionnaire and Ryff’s Psychological Well-Being scale (42 items)2, while academic performance was measured using General Weighted Average (GWA) from official records. Overall psychological well-being was high (mean = 3.97), with personal growth, positive relations with others, and purpose in life rated high, while autonomy, self-acceptance, and environmental mastery were identified as areas needing improvement. Academic performance was “Satisfactory” (overall mean GWA = 88.01), with most students (70.84%) in the 85–89 range and 29.16% in the 90–95 range. Pearson correlation analysis showed a significant positive relationship between psychological well-being and academic performance (r = 0.303, p = 0.001), supporting the importance of student mental wellness in academic success (Mustafa et al. (2020)23). The study concludes that institutions should strengthen well-being-centered student support systems and guidance services and consider implementing the proposed “Kaginhawahan” Toolkit to enhance psychological well-being and academic outcomes. This work aligns with SDG 3 (Good Health and Well-Being), SDG 4 (Quality Education), and SDG 16 (Peace, Justice, and Strong Institutions) by reinforcing mental health protection, holistic student development, and institutionally grounded counseling support. Its sustainability impact lies in promoting enduring educational and public health support mechanisms that help sustain student functioning, persistence, and academic performance within higher education.
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