A Study of Psychological Well-Being and Scholastic Achievement among Grade XII Students in Relation to Gender and Locality

सार

Psychological well-being has gained increasing importance in education field as it significantly influences students’ academic adjustment, emotional stability, and overall development. The period immediately after completing Grade XII represents a crucial transitional phase in students’ lives, characterized by academic pressure, board examination results, career-related decision-making, and various social and emotional changes that impact both psychological well-being and scholastic achievement. The present study was undertaken to examine the level of psychological well-being and scholastic achievement among recently passed Grade XII students, and to analyse the differences in psychological well-being with respect to gender and locality. In this research, quantitative descriptive survey approach was used. The sample consisted of 100 recently passed Grade XII Students chosen from various departments through a multistage sampling technique. Psychological well-being was measured using a self-constructed Attitude Scale Towards Psychological Well-being based on the PERMA model proposed by Martin Seligman. Scholastic achievement was assessed through students’ academic records through the tool.  The data was analysed using statistical methods like t-test, mean, standard deviation, and percentage analysis. Most students according to result have moderate academic achievement and an average degree of psychological well-being. Gender differences in psychological well-being were found to be significant, suggesting that well-being levels was different in relation to gender. However, no apparent difference based on location was found. The study highlights that to promote psychological well-being among students at transition period is important.