The Psychological Well-Being and

Academic Performance of Filipino

Freshmen Tertiary Students Amidst the
New Normal of Education

MELANIE D. CARCUEVA

Abstract
This study examines the relationship between psychological
well-being and academic performance among 545 tertiary students in
the Philippines. Correlation research suggests that psychological well-
being and academic performance are significantly related. In conclusion,
this study indicates that most students exhibit a positive attitude toward
themselves and their environment, are self-autonomous, capable of
maintaining positive relationships with others, have a clear sense of
purpose and direction in life, and engage in continuous personal growth
and development. This study shows that universities should develop
ongoing programs to assist students, particularly those with low
psychological well-being, given the association between psychological
well-being and academic performance.

Keywords: Psychological well-being, Academic performance, Filipino tertiary students .
 INTRODUCTION
Psychological well-being is a subjective concept with
varying connotations for various individuals. Psychological well-
being is a product of the individual's experience (Campbell,
Converse, & Rodgers, 1976).Positive influence trumps negative
affect in a person's life (Andrews & Withey, 1976; Campbell et al.,
1976;Diener, 1984). In conjunction with contextual variables,
psychological capital determines one's feeling of well-being.
Psychological capital can be defined operationally as "an individual's positive
psychological state of development, which is characterized by the following:
 Having the confidence (self-efficacy) to take on and put in the necessary
effort to succeed at challenging tasks;
 Making a positive attribution (optimism) about achieving now and in the
future;
 Persisting toward goals and, when necessary, redirecting paths to
dreams (hope) to succeed; and,
 when confronted with difficulties and adverse (Luthans, Youssef, &
Avolio, 2007).
Additionally, psychological well-being is a term that psychologists and
mental health practitioners frequently use. However, there is currently no
agreement on how this design should be operationalized (Khan & Juster,
2002).
 Psychological well-being is concerned with lives
that are going well. It is the union of feeling well
and doing well. Individuals do not have to feel
nice all the time to be well; experiencing
unpleasant or painful emotions is a natural part
of life.
 Being able to handle these negative or painful
emotions is critical for long-term well-being.
 However, psychological well-being is jeopardized when
unpleasant feelings are severe or persistent and impair a person's
capacity to function in daily life (Huppert, 2009).
According to Ryff (1989), well-being is defined as "optimal
psychological functioning and experience." Shek (1992) defines
psychological well-being as the state of a mentally healthy
individual who demonstrates a range of good mental health
characteristics such as dynamic adjustment to the environment
and personality unity.
Moreover, this study investigates the relationship between
psychological well-being and academic performance of Filipino
tertiary students.
 DISCUSSION AND CONCLUSION
Numerous pre-college characteristics that are consistently
associated with changes in PWB are likewise associated with
entering PWB levels.
When pre-college traits and college experiences are
considered, males and students with relatively low high school
GPAs are likely to have lesser improvements in PWB than
women.
Early freshman year trends and degree ambitions are
inversely related to improvements in environmental mastery,
good interpersonal relationships, self-acceptance, and general
well-being.
 Students pursuing a post-bachelor degree are likely
under more pressure to achieve, which causes them to
doubt their capacity to manage their surroundings and
leaves them with less time and energy to devote to
interpersonal interactions.
Additionally, while non-traditional-age students start
college with lower levels of PWB, they make more
considerable increases on four of the six dimensions
throughout their first year of college than traditional-age
first-year students do.
 Thus, the collegiate setting may give these
individuals the growth possibilities they want upon
attending school. Perhaps unexpectedly, students
attending research institutions make higher advances
in healthy interpersonal relationships, life purpose,
and self-acceptance Academic Performance
Psychological Well-being Pearson Correlation.
 Notably, these changes are not the suppressor effects
associated with college experiences. The extensive social and
intellectual possibilities available at these more prominent
universities may provide students with more opportunities to
discover themselves, their friends, and their life purpose.
Given that the studies take several pre-college variables
into account, it is rather improbable that these institutional
findings result from selection effects (i.e., differences among
students who choose research universities versus liberal arts
colleges).
 According to Gurin and colleagues' concept (Gurin, Dey,
Hurtado,& Gurin, 2002), students who have taken only one
course may be in a state of disequilibrium, striving to reconcile
their prior attitudes and worldviews with those provided in their
diversity course.
By enrolling in many classes, students may work through
these challenges and develop a greater comfort level with
these new ideas, which helps overall well-being (Bowman,
2008).
 FINDINGS
Colleges and institutions, without a doubt, should
strive to facilitate meaningful interactions among all students.
Allport (1954) and several others have noted that
simply providing chances for social contact and participation
(e.g., through resident halls) is insufficient to foster lasting
connections, especially across racial/ethnic groupings.
Rather than that, students need to develop positive
relationships while avoiding antagonistic confrontations
across differences.
 These findings show that programs focusing on
group dynamics and conflict resolution — whether
integrated into the curriculum or offered as co-
curricular activities — may be beneficial for enhancing
students' interpersonal interaction skills and,
therefore, psychological well-being