PSYCHOLOGICAL WELL-BEING AS A PREDICTOR OF ACADEMIC SUCCESS AMONG STUDENTS AT UITM SEREMBAN 3
DOI:
https://doi.org/10.35631/IJEPC.1164033Keywords:
Academic Success, Psychological Well-Being, University StudentsAbstract
This study investigates the relationship between psychological well-being and academic success among students at UiTM Seremban 3. A total of 360 respondents (185 males and 175 females) participated in the study. Psychological well-being was assessed using Ryff’s Psychological Well-Being Scale (PWBS), while academic success was measured using the Academic Success Inventory for College Students (ASICS). Descriptive findings indicate that self-acceptance recorded the highest mean score (M=3.09) among the dimensions of psychological well-being, followed by purpose in life (M=2.93), while positive relation to other recorded the lowest mean score (M=2.22). In terms of academic success, external motivation recorded the highest mean (M=4.08), followed by internal motivation (M=3.96), while socializing recorded the lowest mean score (M=1.88). Independent t-Test was performed to investigate variables differences in terms of gender. The findings illustrate that the psychological well-being between male and female students differed significantly, t(358)=282, p<0.05 when male students reported higher psychological well-being (M=3.10, SD=0.34) as compared to female students (M=2.99, SD=0.42). Correspondingly, results demonstrate a statistically significant disparity in student academic-related factors between male and female students, t(358)-2.80, p<0.05 when male students reported higher academic success (M=4.10, SD=0.46) than female students (M=3.95, SD=0.59). Inferential statistic (Pearson correlation) was used to investigate relationship between psychological well-being and academic success. The findings reveal that psychological well-being is moderately associated with academic success, although academic success is likely shaped by multiple factors. Therefore, the universities must play a vital role in helping to raise the student’s psychological well-being so that they can adapt and facing the challenges in the university life. In addition, the university also needs to improve their support services, especially counselling services.
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