Impact of Gender and Academic Achievement on Psychological Well-being among School Students

Abstract

Academic achievement significantly influences students' self-esteem, motivation, and overall well-being. This research aims to explore the complex link between academic success and psychological well-being, investigating how positive outcomes contribute to a sense of accomplishment, and whether challenges lead to stress. The study involved 120 school students (60 boys, 60 girls) studying in grades 10th to 10+2, aged 15-18, from two schools in Patiala, Punjab, India. The data was collected administering Ryff 's Psychological Well-being Scale to assess students' psychological well-being, and Cumulative Grade Point Average (CGPA) was utilized as a measure of academic achievement. The collected data underwent analysis using descriptive statistics (average scores) to determine the level of academic achievement among students. Furthermore, Inferential statistics, a 2×2-way ANOVA was employed to investigate the impact of academic achievement on the psychological well-being of the students. The study revealed variations in academic achievement mean scores between boys and girls, impacting specific dimensions of psychological well-being. The relationship between gender and academic achievement affected some dimensions of psychological well-being, while in other cases, there was no discernible relationship between gender and psychological well-being. These results highlight the significance of educational interventions and policies in fostering a climate that is conducive to psychological health and academic performance. Acknowledging the complex interplay between these variables emphasizes the need for focused approaches to enhance students overall learning environment and psychological well-being.

Full text

International Journal of All Research Education and Scientific Methods (IJARESM),
ISSN: 2455-6211, Volume 12, Issue 2, February-2024, Available online at: www.ijaresm.com
Page | 117
Impact of Gender and Academic Achievement on
Psychological Well-being among School Students
Yashpal Azad1, Sumanpreet Kaur2
1Assistant Professor Department of Psychology, ACA & SS, Eternal University, Baru Sahib, Sirmaur, Himachal
Pradesh-173101, India
2Research Scholar Department of Psychology, ACA & SS, Eternal University, Baru Sahib, Sirmaur, Himachal Pradesh-
173101, India
----------------------------------------------------------------****************--------------------------------------------------------
ABSTRACT
Academic achievement significantly influences students' self-esteem, motivation, and overall well-being. This
research aims to explore the complex link between academic success and psychological well-being, investigating
how positive outcomes contribute to a sense of accomplishment, and whether challenges lead to stress. The study
involved 120 school students (60 boys, 60 girls) studying in grades 10th to 10+2, aged 15-18, from two schools in
Patiala, Punjab, India. The data was collected administering Ryff’s Psychological Well-being Scale to assess
students' psychological well-being, and Cumulative Grade Point Average (CGPA) was utilized as a measure of
academic achievement. The collected data underwent analysis using descriptive statistics (average scores) to
determine the level of academic achievement among students. Furthermore, Inferential statistics, a 2×2-way
ANOVA was employed to investigate the impact of academic achievement on the psychological well-being of the
students. The study revealed variations in academic achievement mean scores between boys and girls, impacting
specific dimensions of psychological well-being. The relationship between gender and academic achievement
affected some dimensions of psychological well-being, while in other cases, there was no discernible relationship
between gender and psychological well-being. These results highlight the significance of educational
interventions and policies in fostering a climate that is conducive to psychological health and academic
performance. Acknowledging the complex interplay between these variables emphasizes the need for focused
approaches to enhance students overall learning environment and psychological well-being.
Keywords: Academic Achievement, Psychological Well-being, Supportive Environment, School Students
INTRODUCTION
Academic Achievement involves successfully attaining predetermined educational goals, evaluated through methods
like exams or ongoing assessments (Steinmayr, 2014). It encompasses both short- and long-term educational pursuits,
showcasing excellence in academic and extracurricular activities. Universally recognized as an educational milestone,
academic achievement reflects dedication, and excellence, influenced by factors like study intensity, motivation, and
interpersonal contexts. The academic environment is shaped by psychological and emotional elements, highlighting the
complex interplay between cognitive and emotional dimensions in learning and achievement (Heckhausen& Chang,
2009; Kayyali, 2023).
Prior studies have illuminated the connection between academic performance and psychological factors. Positive
academic outcomes boost self-worth, motivation, and mental health, but challenges can introduce stressors impacting
psychological well-being (Fathi-Ashtiani et al., 2007). Understanding the intricate dynamics between academic
achievement and psychological well-being is crucial for holistic student development. Actively utilizing psychological
capital resources—such as efficacy, hope, optimism, and resilience—increases the likelihood of achieving academic
goals. Research underscores positive links between the learning climate, support structures, post-traumatic stress,
depression, and self-efficacy with academic success, emphasizing the role of well-being and resilience (Seligman et al.,
2009; Colmar et al., 2019; Martinez et al., 2019).
Academic success is a pivotal influence on individuals' attitudes, shaping their choices in future education and
employment. The link between social-emotional competence and cognitive proficiency predicts academic performance,
underscoring the intertwined relationship between educational achievements and broader socio-economic advancement
(Cheung & Chan, 2008; Rana & Mahmood, 2010; Wang, Degol& Henry, 2019).
Academic achievement links to reduced stress, improved delf-concept, heightened self-efficacy, positive behavior, and
better health, highlighting the need for developmental goals in schooling. Measuring academic success involves

International Journal of All Research Education and Scientific Methods (IJARESM),
ISSN: 2455-6211, Volume 12, Issue 2, February-2024, Available online at: www.ijaresm.com
Page | 118
navigating complexities such as emotional regulation, task performance, and compound skills (Eide et al., 2010;
Chernyshenko et al., 2018). Further, classroom engagement acts as a mediator, connecting relationship with peers,
parents, and teachers to academic performance, emphasizing the vital role of supportive interpersonal environments in
fostering success across age groups. In contemporary education, a comprehensive evaluation of academic achievement
is essential, considering both educational and psychological perspectives (Kiuru et al., 2014; Tabbodi, Rahgozar&
Makki Abadi, 2015).
On the other hand, psychological well-being (PWB) encompasses positive mental states and life satisfaction, indicating
overall subjective wellness, often termed subjective well-being (SWB). Positive interpersonal connections play a
crucial role in shaping PWB, as research highlights the significance of harmony in life, societal roles, and positive
interactions, and conversely, social exclusion correlates with lower PWB, impacting adolescent’s mental states and
potentially leading to negative outcomes like anxiety, depression, jealousy, and loneliness (Diener, 2000; Diener &
McGavran, 2008; Huppert, 2009; Erdem & Kabasakal, 2015).In addition, Longitudinal studies highlight the evolving
nature of well-being, revealing declines in personal growth and life purpose with age, particularly during adolescence
(Stanley et al., 2011; Inchley et al., 2016).
Academic stressors significantly impact students' overall development and act as notable stressors for psychological
well-being (Deb, Strodi& Sun, 2015; Hogberg, 2021). Moreover, research underscores psychological well-being as a
robust predictor of academic attitude and performance in higher education, prompting investigations into emotional
intelligence, self-efficacy, and happiness-related factors. Positive emotions are recognized as adaptive, potentially
alleviating stress and depression while fostering behaviors conducive to academic success (Salami, 2010; Macaskill,
2012; Farrer et al., 2015).
Extensive literature emphasizes the pivotal role of student engagement, self-esteem, school perception, motivation,
interpersonal relationships, and organizational justice in the connection between well-being and academic achievement
(Lewis et al., 2011). Emotional and cognitive engagement significantly shape well-being experiences in school, while
educational attainment contributes to academic success (Chernyshenko, Kankaraš & Drasgow, 2017). Empirical studies
highlight a growing focus from policymakers and researchers on these factors as crucial indicators of adolescents'
psychological well-being, influencing aspects like the risk of psychopathology, educational attainment, and overall
quality of life (Suldo, Thalji& Ferron, 2011; Simovska et al., 2016; Ryan & Deci, 2017; Chernyshenko, Kankaraš
& Drasgow, 2018).
Reschly et al. (2008) investigated the impact of positive and negative emotions on student engagement in a sample of
293 students in grades 7 to 10. Frequent positive emotions correlated with increased student engagement, while
negative emotions were linked to lower engagement levels. Positive emotions, specifically, were connected to adaptive
coping, which, in turn, was associated with heightened student engagement. The relationship between positive
emotions and engagement was partially mediated by adaptive coping.
Rana and Mahmood (2010) explored the link between test anxiety and academic achievement in postgraduate students.
Involving a random sample of 414 students from seven science departments in a Lahore-based public sector university.
The findings indicated a significant negative relationship between test anxiety scores and students' achievement scores.
Notably, cognitive factors, particularly worry, played a more substantial role in test anxiety than affective factors. The
study concludes that test anxiety contributes to students' underachievement and low performance, emphasizing the
potential value of effective coping strategies as an intervention.
Berger et al (2011) establish a link between socio-emotional well-being and academic achievement among N =674
Chilean elementary students examining features at both individual and social levels—including socio-emotional well-
being, self-esteem, social integration, classroom social climate, and social network characteristics—reveals noteworthy
insights. Results indicate a significant association between socio-emotional variables, with particular emphasis on
teachers' assessments of students' self-esteem, and academic achievement.
Elovainio et al., (2011) investigated the relationship between students' perceived voice and academic success at school.
Organizational justice (procedural and relational) reported by both school staff and pupils in 136 secondary schools was
analyzed. Combining data from staff (Finnish Public Sector Study, n = 1946) and pupils (Finnish school health
promotion survey, n = 24,623), the results indicated that low procedural justice was associated with pupil
dissatisfaction with school attendance. Furthermore, low relational justice correlated with a 1.30 times higher risk of
poor academic performance, a 1.15 times higher risk of psychosomatic symptoms, and a 1.13 times higher risk of
depressive symptoms among pupils.
Zychinski and Polo (2012) investigated the link between academic achievement and depressive symptoms in 133
Latino students (grades 5-7). Significant correlations were found between academic performance (report card grades r =

International Journal of All Research Education and Scientific Methods (IJARESM),
ISSN: 2455-6211, Volume 12, Issue 2, February-2024, Available online at: www.ijaresm.com
Page | 119
−.26, p < .01; standardized test scores r = −.21, p < .05) and depressive symptoms. Academic self-efficacy and a
performance-avoidance orientation mediated this relationship. While acculturative stress didn't moderate the
achievement-depression link, hierarchical regression models revealed that the combination of this cultural/contextual
variable with academic factors explained 28–32% of the variance in depressive symptoms.
Conversely, Kohli and Malik (2013) examined academic anxiety and general well-being in adolescents from rural and
urban areas. Using a two-group design with 50 subjects in each group (25 males and 25 females, aged 14-16). Results
revealed significantly higher academic anxiety among urban adolescents compared to their rural counterparts. No
significant difference was found in general well-being between the two groups. Interestingly, male adolescents in rural
areas exhibited a significantly higher level of well-being than their female counterparts. The study suggests a need to
identify and address environmental influences contributing to academic anxiety in urban settings.
Trucchia and Lucchese et al. (2013) conducted a study involving 374 students in the Basic Cycle of the Medical Career
to examine their psychological well-being and coping strategies, aiming to analyze the interplay between well-being,
coping, and academic performance. The results indicated a significant association between students' academic
performance and factors such as psychological well-being, satisfaction with achievements, and effective coping with
stressful situations.
Pietarinen, Soini and Pyahalto (2014) explored the connection between students' emotional and cognitive engagement,
mediated by their experienced well-being in school. Using structural equation modeling (SEM) on survey data from
170 students across three case study schools, the study found that students' cognitive engagement was significantly
influenced by the dynamic interaction between students and the school environment, along with daily pedagogical
practices. The perception of school-related well-being emerged as a critical mediator, impacting both emotional and
cognitive engagement, ultimately influencing students' overall school achievement.
Huang (2015) conducted a meta-analysis of 43 longitudinal studies (N = 24,557) exploring the association between
academic achievement and subsequent depression. The results revealed a negative correlation (r = -0.15; β = -0.06),
with the correlation decreasing over time between prior academic achievement and subsequent depression.
Furthermore, Steinmayr et al. (2016) conducted a longitudinal study to unravel the connection between subjective well-
being, test anxiety, and subjective well-being in a sample of N=290 11th-grade students. The findings revealed a
negative impact of the worry component of test anxiety and a positive influence of GPA on changes in the affective
component of subjective well-being, specifically life satisfaction.
Booker et al. (2018) identified gender differences in happiness, particularly noting lower levels among females as they
grow older, attributing this decline to social comparisons. In India, studies have underscored examination anxiety and
academic stress as major stressors for children and adolescents, with urban students experiencing higher academic
anxiety than their rural counterparts.
Bucker et al. (2018) extensively studied the connection between subjective well-being (SWB) and academic
achievement, analyzing data from 47 studies with 38,946 participants. Despite a small to medium correlation (r = 0.164,
95% CI [0.113, 0.216]), the link between academic achievement and SWB was statistically significant. This correlation
remained consistent across demographic variables, diverse SWB domains, and alternative measures of academic
achievement or SWB. The findings highlight that low-achieving students may not necessarily have low well-being, and
high-achieving students do not automatically experience heightened levels of well-being.
Yang et al. (2019) explored the connection between academic achievement, self-esteem, and subjective well-being
(SWB) in 807 Chinese elementary school students over 18 months. The study found a positive link between academic
achievement and subsequent SWB in school. Self-esteem at Time 2 fully mediated the connection between academic
achievement at Time 1 and SWB in school at Time 3. Bidirectional relations between self-esteem and SWB in school
were also identified, enhancing our understanding of these psychological dynamics in the school context.
In their study, Chattu et al., (2020) explored the connection between subjective well-being (SWB) and academic
performance (ACA) among 535 students in medicine, dentistry, and various health professions. SWB was evaluated
using the satisfaction with life scale (SWLS)and the scale of positive and negative experiences (SPANE). The findings
unveiled a substantial disparity in SWLS concerning school type and academic performance. Additionally, SPANE
demonstrated a significant correlation with academic performance, emphasizing the crucial role of SWB in influencing
the student’s academic attainments.
In the study conducted by Bhat (2021), the influence of psychological well-being (PWB) on academic achievement
(ACA) was investigated among 519 senior secondary school students in Kashmir. The results highlighted significant
disparities between high and average achievers in science, as well as between high and low achievers in the same field.

International Journal of All Research Education and Scientific Methods (IJARESM),
ISSN: 2455-6211, Volume 12, Issue 2, February-2024, Available online at: www.ijaresm.com
Page | 120
Despite the absence of notable gender differences, an interaction effect emerged between ACA levels and PWB in
science, shedding light on the nuanced relationship between these factors.
Khan, Khan, and Srivastava (2020) explored the impact of psychological well-being (PWB) on academic achievement
(ACA) among 666 graduate students (453 male, 213 female) using Ryff’s PWB scale. High PWB was observed, with
purpose in life significantly affecting academic performance for both genders. Further, male academic success was
positively influenced by personal growth, while autonomy played a crucial role in shaping the academic outcomes of
female students. surprisingly self-acceptance and positive relations with others did not demonstrate a significant impact
on academic achievement.
Furthermore, positive affect, a pivotal dimension of well-being, has been associated with improved mental flexibility
and academic achievement. Numerous empirical findings consistently highlight a positive correlation between well-
being and academic performance across diverse domains, underscoring the importance of well-being and effective
coping strategies (Gutman & Feinstein, 2008; Kleinkorres et al., 2020; Gregory et al., 2021).
Research Gap
While existing literature delves into the intricate relationship between academic performance and psychological well-
being, outcomes vary due to environmental, cultural, and demographic factors. Notably, most studies explore how
psychological well-being influences academic performance, leaving a gap in understanding how academic performance
independently impacts psychological well-being. This study aims to fill this void, unravelling the complex interplay
between academic performance and psychological well-being among school students for a more comprehensive
understanding.
Need for the Study
This study addresses a critical research gap, focusing on the lesser-explored impact of academic achievements on
psychological well-being. Recognizing that academic success is a multifaceted aspect of students' lives, understanding
its independent influence on psychological well-being is crucial for holistic support. Through empirical investigation,
this research contributes to educational psychology, providing insights for interventions that foster both academic
success and psychological well-being. The formulated hypotheses are grounded in the synthesized literature, guiding
the study's exploration.
Objectives
1. To study and analyze patterns or trends in psychological Well-being across different levels of academic
achievement among boys and girls school students.
2. To study the impact of gender and academic achievement on the psychological Well-being of boys and girls
school students.
3. To study the interaction effects between gender and academic achievement that influence the psychological Well-
being of boys and girls school students.
Hypothesis
1. There will be a significant difference in the patterns or trends of psychological Well-being across various levels of
academic achievement among boys and girls school students.
2. There will be a significant impact of gender on the psychological Well-being among boys and girl school students.
3. There will be a significant impact of academic achievement on the psychological Well-being among boys and girl
school students.
4. There will be a significant interaction effect between gender and academic achievement on psychological Well-being
among boys and girls school students.
MATERIAL AND METHODS
Research Design and Participants
In this study, gender and academic achievement have been treated as independent variables (IV), with two levels
each—boys and girls, high and low academic achievement. Psychological Well-being is considered as the dependent
variable (DV). To achieve the researchobjectives, a 2×2 factorial design has been employed. This design allows for the
examination of the impact of these variables on the psychological Well-being of school students. The study involved a
total of 120 participants (N = 120), comprising 60 boys and 60 girls. The sample was drawn from students attending
two schools: i) J.G. Model School, Kularan, and ii) Government Senior Secondary School Talwandi Malik, located in
the Patiala district of Punjab, India. The participants were aged between 15 and 18 years, enrolled in 10th to 10+2
standards. The sample was further categorized into four subgroups based on gender and academic performance levels,

International Journal of All Research Education and Scientific Methods (IJARESM),
ISSN: 2455-6211, Volume 12, Issue 2, February-2024, Available online at: www.ijaresm.com
Page | 121
specifically 30 boys with high academic achievement (HAA), 30 boys with low academic achievement (LAA), 30 girls
with high academic achievement (HAA), and 30 girls with low academic achievement (LAA). (See Table No. 1, Fig.
1).
Table 1: Research Design and Sample Distribution
Academic Achievement
Total
HAA
LAA
Gender
Boys
30
30
60
Girls
30
30
60
Total
60
60
120
*Notation= HAA- High Academic Achievement, LAA= Low Academic Achievement
Figure 1 Sample Distribution
TOOLS USED
Academic Achievement Measure: The aggregate percentage of marks obtained and converted into CGPA from the
participants' previous semester served as the measure of academic achievement.
Psychological Well-being Scale: To assess participants' psychological Well-being, the researcher utilized Ryff’s
Psychological Well-being scale, consisting of 42 questions. Developed by Carol D. Ryff (1989), this scale addresses six
areas of psychological Well-being: Autonomy (AU), Environmental Mastery (EM), Personal Growth (PG), Positive
Relations with others (PR), Purpose in Life (PL), and Self-acceptance (SA). Each sub-scale comprises 7 items, and
participants rate their responses on a scale of 1 to 6, where 1 indicates strong agreement and 6 indicates strong
disagreement. Twenty items are labeled as negative, and scoring is reversed for these items (e.g., scores of 6 are
adjusted to 1, 5 to 2, and so on).
Procedure
The study comprised 120 participants (N = 120), evenly distributed between 60 females and 60 males. These
participants were drawn from two schools, specifically i) J.G. Model School, Kularan, and ii) Government Senior
Secondary School Talwandi Malik, situated in the Patiala district of Punjab, India. Aged 15-18 years, they were
enrolled in 10th to 10+2 standards, with the random sampling method used for selection. Participants received an
explanation of the study's purpose and provided their consent.
Clear instructions were provided for completing the questionnaire, covering demographic information, academic
achievement, and the Psychological Well-being Scale (PWB). The research ensured a tranquil setting, emphasizing
honesty in responses.
Collected questionnaires underwent a systematic review, tabulation, and coding. The coded data underwent analysis,
involving the calculation of average scores (Mean) and Univariate Analysis of Variance (A 2×2 ANOVA) to present the
study's results.

International Journal of All Research Education and Scientific Methods (IJARESM),
ISSN: 2455-6211, Volume 12, Issue 2, February-2024, Available online at: www.ijaresm.com
Page | 122
RESULTS
Descriptive Statistics: Average/Mean Scores
Table 2. The Values of Psychological Well-being (PWB-AU) against Gender and Academic Achievement
Ivs
ACADEMIC
ACHIEVEMENT (B)
Total (N)
HAA (B1)
LAA
(B2)
Gender
(A)
Boys (A1)
Mean
22.9
23.43
S.D.
4.22
3.94
Boys
Total
Mean
23.17
SD
4.06
60
N
30
30
Girls
(A2)
Mean
24.47
24.83
S.D.
4.64
3.93
Girls
Total
Mean
24.65
SD
4.27
N
30
30
60
Total
Mean
Mean
23.68
24.13
S.D.
3.96
4.21
Total (N)
60
60
120
*Notation: ACA= Academic Achievement, HAA= High Academic Achievement, LAA=Low Academic Achievement,
PWB-AU = Autonomy
Table 2 displays Psychological Well-being (PWB-AU) values concerning Gender and Academic Achievement among
school students. Boys with High Academic Achievement (HAA) scored (M= 22.90, S.D. = 4.22), slightly less than Low
Academic Achievement (LAA) boys at (M= 23.43, S.D. = 3.94), yet HAA boys showed higher variability compared to
LAA boys. In contrast, girls with High Academic Achievement (HAA) scored (M = 24.47, S.D. =4.64) on
Psychological Well-being (PWB), surpassing Low Academic Achievement (LAA) girls who scored (M= 24.83, S.D. =
3.93). This implies distinctions in mean scores and variability among girls with different academic achievement levels,
highlighting the potential impact of academic performance on psychological Well-being.The comparison of overall
Psychological Well-being (PWB) scores between boys and girls indicates a modest difference. Boys demonstrated an
average PWB score of (M= 23.17, S.D.= 4.06). In contrast, girls exhibited a slightly higher overall mean PWB of
(M=24.65, S.D.= 4.27). While the mean PWB scores suggest a numerical distinction, the standard deviations highlight
that both boys and girls exhibited moderate variability in their psychological Well-being scores.
Figure. 2: The values of psychological Well-being (PWB-AU) against gender and academic achievement

International Journal of All Research Education and Scientific Methods (IJARESM),
ISSN: 2455-6211, Volume 12, Issue 2, February-2024, Available online at: www.ijaresm.com
Page | 123
Table 3. The Values of Psychological Well-being (PWB-EM) against Gender and Academic Achievement
IVs
ACADEMIC
ACHIEVEMENT (B)
Total
(N)
HAA (B1)
LAA (B2)
Gender (A)
Boys (A1)
Mean
26.1
25.97
60
S.D.
5.39
4.62
Boys Total
26.03
SD
4.98
N
30
30
Girls (A2)
Mean
24.8
24.97
60
S.D.
3.53
4.96
Girls Total
Mean
24.88
SD
4.27
N
30
30
Total
Mean
Mean
25.45
25.47
120
S.D.
4.57
4.78
Total (N)
60
60
*Notation: ACA= Academic Achievement, HAA= High Academic Achievement, LAA=Low Academic Achievement,
PWB-EM = Environmental Mastery
In Table 3, shows Psychological Well-being (PWB-EM) values concerning Gender and Academic Achievement among
school students. boys with High Academic Achievement (HAA) had a mean PWB-EM score of (M= 26.10, S.D. =
5.39), slightly surpassing the score of boys with Low Academic Achievement (LAA)(M= 25.97, S.D. = 4.62). Notably,
HAA boys exhibited greater variability as compared to LAA boys.
Similarly, the mean score of girls school students for HAA is (M = 24.80, S.D. =3.53), and mean score for LAA is (M=
24.97, S.D. = 4.96), shows that there is no difference in the academic achievement of girls school students on the
measure of PWB-EM.A comparison of overall Psychological Well-being (PWB-EM) scores between boys and girls
reveals notable differences. Boys exhibited an overall mean PWB-EM of (M = 26.03, S.D.= 4.98). In contrast, girls had
a slightly lower overall mean PWB-EM of (M=24.88, S.D.= 4.27). This comparison suggests that, on average, boys
reported higher psychological Well-being in this specific context.
Figure. 3: The values of psychological Well-being (PWB-EM) against gender and academic achievement

International Journal of All Research Education and Scientific Methods (IJARESM),
ISSN: 2455-6211, Volume 12, Issue 2, February-2024, Available online at: www.ijaresm.com
Page | 124
Table 4. The Values of Psychological Well-being (PWB-PG) against Gender and Academic Achievement
IVs
ACADEMIC
ACHIEVEMENT (B)
Total (N)
HAA (B1)
LAA (B2)
Gender (A)
Boys (A1)
Mean
25.03
26.6
60
S.D.
4.17
4.63
Boys Total
Mean
25,82
SD
4.44
N
30
30
Girls (A2)
Mean
23.43
27.07
60
S.D.
4.43
4.69
Girls Total
Mean
25.25
SD
4.88
N
30
30
Total Mean
Mean
24.23
26.83
120
S.D.
4.34
4.62
Total (N)
60
60
*Notation: ACA= Academic Achievement, HAA= High Academic Achievement, LAA=Low Academic Achievement,
PWB-PG = Personal Growth
In Table 4, results depict Psychological Well-being (PWB-PG) values concerning Gender and Academic Achievement
among school students. Boys with High Academic Achievement (HAA) scored a mean PWB-PG of (M= 25.03, S.D. =
4.17), while Low Academic Achievement (LAA) boys scored (M= 26.60, S.D. = 4.63). In comparing Psychological
Well-being (PWB-PG) scores between girls with High Academic Achievement (HAA) mean score (M = 23.43, S.D. =
4.43), and Low Academic Achievement (LAA) mean (M= 27.07, S.D. = 4.69), notable differences emerge. HAA girls
LAA girls scored higher at 27.07. This comparison underscores a significant disparity in mean PWB-PG scores based
on academic achievement levels among girls, with LAA girls reporting higher scores.A comparison of overall
Psychological Well-being (PWB-PG) scores between boys and girls reveals subtle differences. Boys displayed an
overall mean PWB-PG of (M = 25.82, S.D.= 4.44). Conversely, girls exhibited a slightly lower overall mean PWB-PG
of (M=25.25, S.D.= 4.88). This comparison suggests a marginal variation in psychological Well-being between boys
and girls in the context studied.
Figure. 4: The values of psychological Well-being (PWB-PG) against gender and academic achievement

International Journal of All Research Education and Scientific Methods (IJARESM),
ISSN: 2455-6211, Volume 12, Issue 2, February-2024, Available online at: www.ijaresm.com
Page | 125
Table 5. The Values of Psychological Well-being (PWB-PR) against Gender and Academic Achievement
IVs
ACADEMIC
ACHIEVEMENT (B)
Total (N)
HAA (B1)
LAA (B2)
Gender (A)
Boys (A1)
Mean
24.5
25.33
60
S.D.
6.23
4.27
Boys Total
Mean
24.92
SD
5.31
N
30
30
Girls (A2)
Mean
23.67
26
60
S.D.
4.45
5.66
Girls Total
Mean
24.83
SD
5.19
N
30
30
Total
Mean
Mean
24.08
25.67
120
S.D.
5.38
4.99
Total (N)
60
60
*Notation: ACA= Academic Achievement, HAA= High Academic Achievement, LAA=Low Academic Achievement,
PWB-PR = Purpose in Life
Table 5 displays Psychological Well-being (PWB-PR) values concerning Gender and Academic Achievement among
school students. the boys, those with High Academic Achievement (HAA) had a mean PWB-PR of (M = 24.50, S.D. =
6.23), while boys with Low Academic Achievement (LAA) scored slightly higher with a mean of (M = 25.33, S.D. =
4.27).In comparing Psychological Well-being (PWB-PR) scores among girls with different academic achievement
levels, distinct patterns emerge. High Academic Achievement (HAA) girls attained a mean PWB-PR score of (M =
23.67, S.D. = 4.45), while Low Academic Achievement (LAA) girls scored slightly higher at (M= 26.00, S.D. = 5.66).
This comparison highlights not only the mean differences in PWB-PR between HAA and LAA girls but also the
variability within each academic achievement group.A comparison of PWB-PR scores between boys and girls reveals
subtle differences. The overall mean PWB-PR for boys was (M= 24.92, S.D. 5.32). In contrast, the overall mean PWB-
PR for girls was slightly lower at (M= 24.83, S.D. 5.19). This comparison indicates a marginal variance in mean PWB-
PR scores between boys and girls, with both groups demonstrating similar levels of variability in their psychological
Well-being scores.
Figure. 5: The values of psychological Well-being (PWB-PR) against gender and academic achievement

International Journal of All Research Education and Scientific Methods (IJARESM),
ISSN: 2455-6211, Volume 12, Issue 2, February-2024, Available online at: www.ijaresm.com
Page | 126
Table 6. The Values of Psychological Well-being (PWB-PL) Against Gender and Academic Achievement
IVs
ACADEMIC
ACHIEVEMENT (B)
Total (N)
HAA (B1)
LAA (B2)
Gender (A)
Boys (A1)
Mean
24.4
25.83
60
S.D.
5.26
5.36
Boys Total
Mean
25.12
SD
5.31
N
30
30
Girls (A2)
Mean
25.27
25.4
60
S.D.
3.86
5.53
Girls Total
Mean
25.33
SD
4.73
N
30
30
Total Mean
Mean
24.83
25.62
120
S.D.
4.6
5.4
Total (N)
60
60
*Notation: ACH= Academic Achievement, HAA= High Academic Achievement, LAA=Low Academic Achievement,
PWB-PL = Purpose in Life
Table 6 displays Psychological Well-being (PWB-PL) values concerning Gender and Academic Achievement among
school students, boys excelling in High Academic Achievement (HAA) obtained a mean Psychological Well-being
(PWB-PL) score of (M = 24.40, S.D. = 5.26), while those with Low Academic Achievement (LAA) scored slightly
higher at (M = 25.83, S.D. = 5.36). It's noteworthy that both groups exhibited a equivalent level of variability in their
PWB-PL scores.Correspondingly, the mean score of girls school students for HAA is (M = 25.27, S.D. = 3.86), and
mean score on the level of LAA (M= 25.40, S.D. = 5.53), shows that there is no difference on the level of academic
achievement among female school students on the measure of PWB-PL.The comparison of PWB-PL scores between
boys and girls indicates subtle differences. Boys had an overall mean PWB-PL of (M = 25.12, S.D.= 5.31). On the
other hand, girls exhibited a slightly higher overall mean PWB-PL of (M=25.33, S.D.= 4.73). This comparison suggests
that, on average, there is a marginal difference in psychological Well-being between boys and girls, with girls showing
a slightly higher mean and lower variability in PWB-PL scores.
Figure. 6: The values of psychological Well-being (PWB-PL) against gender and academic achievement

International Journal of All Research Education and Scientific Methods (IJARESM),
ISSN: 2455-6211, Volume 12, Issue 2, February-2024, Available online at: www.ijaresm.com
Page | 127
Table 7. The Values of Psychological Well-being (PWB-SA) against Gender and Academic Achievement
IVs
ACADEMIC
ACHIEVEMENT (B)
Total (N)
HAA (B1)
LAA (B2)
Gender (A)
Boys (A1)
Mean
25.4
27.1
60
S.D.
4.39
3.84
Boys Total
Mean
26.25
SD
4.18
N
30
30
Girls (A2)
Mean
22.47
27.73
60
S.D.
4.67
5.2
Girls Total
Mean
25.1
SD
5.57
Total Mean
N
30
30
Mean
23.93
27.42
120
S.D.
4.73
4.54
Total (N)
60
60
*Notation: ACA= Academic Achievement, HAA= High Academic Achievement, LAA=Low Academic Achievement,
PWB-SA = Self-Acceptance
Table 7 displays PWB-SA values concerning Gender and Academic Achievement among school students,boys with
High Academic Achievement (HAA) displayed a mean PWB-SA of (M = 25.40, S.D. = 4.39), while those with Low
Academic Achievement (LAA) scored higher at (M = 27.10, S.D. = 3.84).In contrast, girls achieving High Academic
Achievement (HAA) exhibited a mean PWB-SA score of (M = 22.47, S.D. = 4.67), which was notably lower than their
counterparts with Low Academic Achievement (LAA) who scored higher at (M = 27.73, S.D. = 5.20).Considering both
genders, boys exhibited a slightly higher overall mean PWB-SA of (M = 26.25, S.D.= 4.18), as compared to girls, who
had an overall mean PWB=SA of (M=25.10, S.D.= 5.57).
Figure. 7: The values of psychological Well-being (PWB-SA) against gender and academic achievement

International Journal of All Research Education and Scientific Methods (IJARESM),
ISSN: 2455-6211, Volume 12, Issue 2, February-2024, Available online at: www.ijaresm.com
Page | 128
Table 8. The Values of Psychological Well-being (PWB-T) against Gender and Academic Achievement
IVs
ACADEMIC ACHIEVEMENT (B)
Total (N)
HAA (B1)
LAA (B2)
Gender(A)
Boys (A1)
Mean
148.33
153.2
60
S.D.
18.35
14.44
Boys Total
Mean
150.77
SD
16.55
N
30
30
Girls (A2)
Mean
144.17
155.9
60
S.D.
11.56
19.64
Girls Total
Mean
150.03
SD
17.04
N
30
30
Total Mean
Mean
146.25
154.55
120
S.D.
15.35
17.15
Total (N)
60
60
*Notation: ACA= Academic Achievement, HAA= High Academic Achievement, LAA=Low Academic Achievement,
PWB-T = Overall Well-being
Table 8 displays Psychological Well-being (PWB-T) values concerning Gender and Academic Achievement among
school students, boys achieving High Academic Achievement (HAA) had a mean PWB-T of (M = 148.33, S.D. =
18.35), whereas Low Academic Achievement (LAA) boys scored higher with a mean of (M = 153.20, S.D. =
14.44).Girls with High Academic Achievement (HAA) had a mean PWB=T score of (M = 144.17, S.D. = 11.56),
whereas Low Academic Achievement (LAA) girls scored (M= 155.90, S.D. = 19.64). This indicates a substantial
difference in both mean scores and variability between girls with different academic achievement levels, highlighting
the impact of academic performance on PWB-T.Considering both genders, boys had a slightly higher mean PWB-T
score of (M = 150.77, S.D.= 16.55)compared to girls, who had a slightly lower mean of (M=150.03, S.D.= 17.04). This
indicates comparable overall levels of psychological Well-being, with boys showing slightly less variability in scores
than girls.
Figure. 8: The values of psychological Well-being (PWB-T) against gender and academic achievement

International Journal of All Research Education and Scientific Methods (IJARESM),
ISSN: 2455-6211, Volume 12, Issue 2, February-2024, Available online at: www.ijaresm.com
Page | 129
Inferential Statistics: Univariate Analysis (A 2×2 ANOVA)
A 2×2 ANOVA was performed to see the effect of academic achievement (ACA) on the different dimensions of
psychological well-being (PWB) among boys and girls school students.
Table 9. Academic achievement and psychological Well-being (PWB-AU)
Source
SS
df
MS
F
P
GENDER
66.008
1
66.008
3.747
0.055 NS >.05
ACA
6.075
1
6.075
0.345
0.558 NS >.05
GENDER ×ACA
0.208
1
0.208
0.012
0.913 NS >.05
Error
2043.700
116
17.618
*Notation: ACA=Academic Achievement, PWB-AU = Autonomy, Gender = Boys & Girls, Level of Significance α =
0.05
In Table 9, a 2×2 ANOVA explored the impact of Academic Achievement (ACA) on Psychological Well-being (PWB-
AU) among boys and girls in school. The main effect of Gender is not statistically significant F (1, 116) = 3.747, p =
0.055>α = 0.05, suggesting no substantial difference in PWB-AU scores between boys and girls.Therefore, the
hypothesis No. 1, which states that ―There will be a significant impact of gender on the psychological Well-being
among boys and girl school students.‖ is rejected.The main effect of Academic Achievement is not statistically
significant F(1, 116) = 0.345, p = 0.558>α = 0.5, indicating no significant difference in PWB-AU scores between High
Academic Achievement (HAA) and Low Academic Achievement (LAA) students among boys and girls.Therefore, the
hypothesis No. 2, which states that ―There will be a significant impact of academic achievement on the psychological
Well-being among boys and girl school students‖ is rejected.The interaction effect between Gender and Academic
Achievement is not statistically significant F(1, 116) = 0.012, p = 0.913 >α = 0.05, revealing that the relationship
between gender and PWB-AU is consistent across academic achievement levels for both boys and girls.Therefore, the
hypothesis No. 3, which states that ―There will be a significant interaction effect between gender and academic
achievement on psychological Well-being among boys and girls school students.‖ is rejected.
Table 10. Academic achievement and psychological Well-being (PWB-EM)
Source
SS
df
MS
F
P
GENDER
39.675
1
39.675
1.811
0.181 NS > 0.05
ACA
0.008
1
0.008
0.000
0.984 NS > 0.05
GENDER ×ACA
0.675
1
0.675
0.031
0.861 NS > 0.05
Error
2541.433
116
21.909
*Notation: ACA=Academic Achievement, PWB-EM= Environmental Mastery, Gender = Boys & Girls, Level of
Significance α = 0.05
In Table 10, a 2×2 ANOVA was conducted to investigate the impact of Academic Achievement (ACA) on the measure
of Psychological Well-being (PWB-EM) among boys and girls in school.The main effect of Gender is not statistically
significant F(1, 116) = 1.811, p = 0.181> α = 0.05, indicating no substantial difference in PWB-EM scores between
boys and girls.
Therefore, hypothesis No. 1, which states that ―There will be a significant impact of gender on the psychological Well-
being among boys and girl school students.‖ is rejected. The main effect of Academic Achievement is not statistically
significant F(1, 116) = 0.000, p = 0.984> α = 0.05, suggesting no significant difference in PWB-EM scores between
High Academic Achievement (HAA) and Low Academic Achievement (LAA) students, irrespective of gender.
Therefore, hypothesis No. 2, which states that ―There will be a significant impact of academic achievement on the
psychological Well-being among boys and girl school students.‖ is rejected.The interaction effect between Gender and
Academic Achievement is not statistically significant F(1, 116) = 0.031, p = 0.861 >α = 0.05, indicating that the
relationship between gender and PWB-EM does not depend on the level of academic achievement, and vice versa, for
both boys and girls.
Therefore, hypothesis No. 3, which states that ―There will be a significant interaction effect between gender and
academic achievement on psychological Well-being among boys and girls school students.‖ is rejected.

International Journal of All Research Education and Scientific Methods (IJARESM),
ISSN: 2455-6211, Volume 12, Issue 2, February-2024, Available online at: www.ijaresm.com
Page | 130
Table 11 Academic achievement and psychological Well-being (PWB-PG)
Source
SS
df
MS
F
P
GENDER
9.633
1
9.633
0.478
0.491 NS <.05
ACA
202.800
1
202.800
10.065
0.002<.05
GENDER ×ACA
32.033
1
32.033
1.590
0.210 NS <.05
Error
2337.400
116
20.150
*Notation: ACA = Academic Achievement, PWB-PG = Personal Growth, Gender = Boys & Girls, Level of
Significance α = 0.05
In Table 11, a 2×2 ANOVA investigated the influence of Academic Achievement (ACA) on the measure of
Psychological Well-being (PWB-PG) among boys and girls in school.The main effect of Gender is not statistically
significant F(1, 116) = 0.478, p = 0.491>α = 0.05, indicating no substantial difference in PWB-PG scores between boys
and girls. Therefore, hypothesis No. 1, which states that ―There will be a significant impact of gender on the
psychological Well-being among boys and girl school students.‖ is rejected.The main effect of Academic Achievement
is statistically significant F(1, 116) = 10.065, p = 0.002, < α = 0.05, revealing a significant difference in PWB-PG
scores between students with High Academic Achievement (HAA) and Low Academic Achievement (LAA), regardless
of gender. Therefore, hypothesis No. 2, which states that ―There will be a significant impact of academic achievement
on the psychological Well-being among boys and girl school students.‖ is accepted.The interaction effect between
Gender and Academic Achievement is not statistically significant F(1, 116) = 1.590, p = 0.210>α =0.05, indicating that
the relationship between gender and PWB-PG does not significantly depend on the level of academic achievement, and
vice versa, for both boys and girls. Therefore, hypothesis No. 3, which states that ―There will be a significant
interaction effect between gender and academic achievement on psychological Well-being among boys and girls school
students.‖ is rejected.
Table 12.Academic achievement and psychological Well-being (PWB-PR)
Source
SS
df
MS
F
P
GENDER
0.208
1
0.208
0.008
0.931 NS <.05
ACA
75.208
1
75.208
2.757
0.100 NS <.05
GENDER ×ACA
16.875
1
16.875
0.619
0.433 NS<.05
Error
3164.833
116
27.283
*Notation: ACA=Academic Achievement, PWB-PR = Personal Relations with Others, Gender = Boys & Girls, Level
of Significance α = 0.05
In Table 12, a 2×2 ANOVA was executed to explore the impact of Academic Achievement (ACA) on the measure of
Psychological Well-being (PWB-PR) among boys and girls in school.The main effect of Gender is not statistically
significant F(1, 116) = 0.008, p = 0.931> α =0.05, suggesting no substantial difference in PWB-PR scores between boys
and girls. Therefore, hypothesis No. 1, which states that ―There will be a significant impact of gender on the
psychological Well-being among boys and girl school students.‖ is rejected.The main effect of Academic Achievement
is not statistically significant F(1, 116) = 2.757, p = 0.100> α = 0.05, indicating no significant difference in PWB-PR
scores between students with High Academic Achievement (HAA) and Low Academic Achievement (LAA) among
boys and girls. Therefore, hypothesis No. 2, which states that ―There will be a significant impact of academic
achievement on the psychological Well-being among boys and girl school students.‖ is accepted.The interaction effect
between Gender and Academic Achievement is not statistically significant F(1, 116) = 0.619, p = 0.433> α =0.05,
suggesting that the relationship between gender and PWB-PR does not significantly depend on the level of academic
achievement, and vice versa, for both boys and girls. Therefore, hypothesis No. 3, which states that ―There will be a
significant interaction effect between gender and academic achievement on psychological Well-being among boys and
girls school students.‖ is rejected.
Table 13 Academic achievement and psychological Well-being (PWB-PL)
Source
SS
df
MS
F
P
GENDER
1.408
1
1.408
0.055
0.815 NS <.05
ACA
18.408
1
18.408
0.721
0.397 NS <.05
GENDER ×ACA
12.675
1
12.675
0.497
0.482 NS<.05
Error
2960.433
116
25.521

International Journal of All Research Education and Scientific Methods (IJARESM),
ISSN: 2455-6211, Volume 12, Issue 2, February-2024, Available online at: www.ijaresm.com
Page | 131
*Notation: ACA=Academic Achievement, PWB-PL = Purpose in Life, Gender = Boys & Girls, Level of Significance α
= 0.05
In Table 13, a 2×2 ANOVA was conducted to examine the impact of Academic Achievement (ACA) on the measure of
Psychological Well-being (PWB-PL) among boys and girls in school.The main effect of Gender is not statistically
significant F(1, 116) = 0.055, p = 0.815> α = 0.05, indicating no substantial difference in PWB-PL scores between boys
and girls. Therefore, hypothesis No. 1, which states that ―There will be a significant impact of gender on the
psychological Well-being among boys and girl school students.‖ is rejected.The main effect of Academic Achievement
is not statistically significant F(1, 116) = 0.721, p = 0.397> α =0.05, suggesting no significant difference in PWB-PL
scores between students with High Academic Achievement (HAA) and Low Academic Achievement (LAA) among
boys and girls. Therefore, hypothesis No. 2, which states that ―There will be a significant impact of academic
achievement on the psychological Well-being among boys and girl school students.‖ is accepted.The interaction effect
between Gender and Academic Achievement is not statistically significant F(1, 116) = 0.497, p = 0.482> α = 0.05,
suggesting that the relationship between gender and PWB-PL does not significantly depend on the level of academic
achievement, and vice versa, for both boys and girls. Therefore, hypothesis No. 3, which states that ―There will be a
significant interaction effect between gender and academic achievement on psychological Well-being among boys and
girls school students.‖ is rejected.
Table 14 Academic achievement and psychological Well-being (PWB-SA)
Source
SS
df
MS
F
P
GENDER
39.675
1
39.675
1.910
NS
ACA
364.008
1
364.008
17.526
0.000<.05
GENDER ×ACA
95.408
1
95.408
4.594
0.034<.05
Error
2409.233
116
20.769
*Notation: ACA=Academic Achievement, PWB-SA= Self-acceptance Gender = Boys & Girls, Level of Significance α
= 0.05
In Table 14, a 2×2 ANOVA was conducted to evaluate the impact of Academic Achievement (ACA) on the measure of
Psychological Well-being (PWB-SA) among boys and girls in school.The main effect of Gender is not statistically
significant F(1, 116) = 1.910, p = 0.170> α = 0.05, suggesting no substantial difference in PWB-SA scores between
boys and girls. Therefore, hypothesis No. 1, which states that ―There will be a significant impact of gender on the
psychological Well-being among boys and girl school students.‖ is rejected.The main effect of Academic Achievement
is statistically significant F(1, 116) = 17.526, p = 0.000 < α = 0.05, indicating a significant difference in PWB-SA
scores between students with High Academic Achievement (HAA) and Low Academic Achievement (LAA) among
boys and girls. Therefore, hypothesis No. 2, which states that ―There will be a significant impact of academic
achievement on the psychological Well-being among boys and girl school students.‖ is accepted.The interaction effect
between Gender and Academic Achievement is statistically significant F(1, 116) = 4.594, p = 0.034 < α = 0.05,
suggesting that the relationship between gender and PWB-SA significantly depends on the level of academic
achievement, and vice versa, for both boys and girls.Therefore, hypothesis No. 3, which states that ―There will be a
significant interaction effect between gender and academic achievement on psychological Well-being among boys and
girls school students.‖ is accepted.
Table 15 Academic achievement and psychological Well-being (PWB-T)
Source
SS
df
MS
F
P
GENDER
16.133
1
16.133
0.061
0.806 NS <.05
ACA
2066.700
1
2066.700
7.761
0.006<.05
GENDER ×ACA
353.633
1
353.633
1.328
0.252 NS <.05
Error
30888.333
116
266.279
*Notation: ACA=Academic Achievement, PWB-T=Overall Psychological Well-being, Gender = Boys & Girls, Level
of Significance α = 0.05
In Table 15, a 2×2 ANOVA was conducted to examine the impact of Academic Achievement (ACA) on the measure of
Psychological Well-being (PWB-T) among boys and girls in school.The main effect of Gender is not statistically
significant F(1, 116) = 0.061, p = 0.806>α = 0.05, suggesting no substantial difference in PWB-T scores between boys
and girls. Therefore, hypothesis No. 1, which states that ―There will be a significant impact of gender on the
psychological Well-being among boys and girl school students.‖ is rejected.The main effect of Academic Achievement

International Journal of All Research Education and Scientific Methods (IJARESM),
ISSN: 2455-6211, Volume 12, Issue 2, February-2024, Available online at: www.ijaresm.com
Page | 132
is statistically significant F(1, 116) = 7.761, p = 0.006 < α = 0.05, indicating a significant difference in PWB-T scores
between students with High Academic Achievement (HAA) and Low Academic Achievement (LAA) among boys and
girls. Therefore, hypothesis No. 2, which states that ―There will be a significant impact of academic achievement on the
psychological Well-being among boys and girl school students.‖ is accepted.The interaction effect between Gender and
Academic Achievement is not statistically significant F(1, 116) = 1.328, p = 0.252>α = 0.05, suggesting that the
relationship between gender and PWB-T does not significantly depend on the level of academic achievement, and vice
versa, for both boys and girls. Therefore, hypothesis No. 3, which states that ―There will be a significant interaction
effect between gender and academic achievement on psychological Well-being among boys and girls school students.‖
is rejected.
DISCUSSION
The study, utilizing descriptive statistics, explores the relationship between Psychological Well-being (PWB), Gender,
and Academic Achievement among school students. The comprehensive analysis across various dimensions reveals
notable patterns, indicating that High Academic Achievement (HAA) boys scored slightly lower than their Low
Academic Achievement (LAA) counterparts, with higher variability within the HAA group. In contrast, HAA among
girls consistently demonstrated superior performance compared of LAA counterparts, revealing notable difference in
mean scores and variability across different academic achievement levels among girls.
In the overall comparison of PWB scores between boys and girls, a slight difference is noted, with boys having a
marginally lower average PWB score than girls across assessed dimensions. Both genders exhibit moderate variability
in PWB scores.
Delving into specific dimensions like PWB-EM, and PWB-PG reveals nuanced distinctions between HAA and LAA
achievers. In the context studies, certain dimensions reveal disparities between academic achievement groups,
indicating that boys generally report slightly higher PWB than girls. These insights contribute valuable perspectives to
the ongoing discourse on the complex interplay between ACA and PWB, highlighting potential areas for targeted
interventions and support within educational settings. These findings align with existing literature (Chow, 2007; Booker
et al., 2018; Khan, Khan & Srivastava, 2020).
In a comprehensive 2×2 ANOVA analysis, the study finds that neither Gender nor ACA, and the interaction of both the
factors (Gender × ACA) significantly influences PWB among boys and girl’s school students, highlighting the need for
further research to explore additional factors influencing PWB and consider its diverse impact on mental health of
students. Further, analysing specific aspects of PWB across different domains reveals consistent patterns for PWB-EM,
PG, PR, PL, again neither gender, nor ACA have any significant impact on these dimensions of PWB. In Contrast, a
significant impact of ACA was observed on PWB-SA, and PWB-T, irrespective of gender influence. Moreover,
interaction effect of Gender × ACA exerts its impact on PWB-SA only. These findings highlight the importance of
considering ACA levels in understanding PWB among school students, with potential variations based on gender. These
findings align with existing literature, reinforcing the significance of gender and ACA in shaping students PWB (Suldo
et al., 2008; Proctor, Linley, & Maltby, 2009; Gutman et al., 2010; Berger et al., 2011; Rath & Nanda, 2012; Stiglbauer
et al., 2013; Pietarinen, Soini &Pyahalto, 2014; Crede et al., 2015; Huang, 2015; Gregory et al., 2021).
LIMITATIONS OF THE STUDY
The current study, exploring the intricate relationships between Psychological Well-being (PWB), Gender, and
Academic Achievement among school students, provides valuable insights but is not without limitations.The findings,
based on a specific student’s sample, may not be broadly applicable due to limitation in generalizability. The study’s
cross-sectional design impedes the establishment of causal relationships, highlighting the need for longitudinal
approach.
Reliance on self-report measures introduces potential response bias, The focus on gender and academic achievement
omits other influential factors like extracurricular activities, and peer relationships. Cultural and regional variations
may not be adequately considered, limiting the study’s universal applicability. Academic achievement measurement
lacks differentiation among subjects or coursework difficulty levels.
External influences on PWB, such as media exposure or societal expectations, are not explored. Despite these
limitations, the study contributes valuable insights to the discourse on student mental health. However, researchers and
practitioners should consider these limitations when interpreting and applying the findings, and future research
endeavours should aim to address these constraints for a more robust understanding of the complex interplay between
gender, academic achievement, and psychological Well-being in educational settings.

International Journal of All Research Education and Scientific Methods (IJARESM),
ISSN: 2455-6211, Volume 12, Issue 2, February-2024, Available online at: www.ijaresm.com
Page | 133
Implications for Educators, Policymakers, Parents, and Future Research
Implications for educators involve the implementation of personalized support programs such as academic mentoring
or counselling, to address diverse psychological well-being experienced based on gender and academic achievement
(Bruns et al., 2016; Bennouna et al., 2019). Educators should be mindful of academic performance’s impact on
psychological well-being, particularly among high-achieving students, and foster an environment that promotes a
balanced approach to learning and personal development (Chodkiewicz& Boyle, 2017; Luthar & Kumar, 2018).
Exploring holistic assessments that consider extracurricular involvement, collaborative skills, and creativity is
recommended for a comprehensive understanding of student achievement (Lucas & Spencer, 2017). For policymakers,
the formulation of education policies addressing regional and cultural variations and supporting longitudinal research
initiatives to understand the impact of interventions and policies on students’ psychological well-being over time is
crucial (Montenegro & Jankowski, 2017; Pate et al., 2017; Wang et al., 2020). Policies should also transcend academic
metrics, encompassing extracurricular activities, teacher-student interactions, and external influences (Lwson&
Lawson, 2013; Wang &Hofkens, 2020). Parents are encouraged to promote a balanced approach to academic success,
valuing personal growth, resilience, and overall happiness to mitigate the impact of academic pressure on psychological
well-being (Cheung & Pomerantz, 2012). Open communication with children to understand their experiences and
offering targeted support related to school, friends, and extracurricular activities is essential (Livingstone & Sefton-
Green, 2016). Parents should also be mindful of cultural influences, aligning parenting strategies with cultural values
and expectations for positive contributions to psychological well-being (Selin, 2013; Wang et al., 2020).
For Future research, it is recommended to include participants from various backgrounds to enhance generalizability of
findings (Rad, Martingano&Ginges, 2018). Prioritizing longitudinal studies to examine evolving relationships over an
extended period (Aldridge & McChesney, 2018; DiLeo et al., 2022), and expanding investigationsto factors like
extracurricular activities, peer relationships, and external influences for a comprehensive understanding (Farb
&Matjasko, 2012) are essential. Incorporating objective measures beyond self-reported grades for a more accurate
representation of academic success (Zhou & Winne, 2012; York, Gibson & Rankin, 2019), and investigating how
cultural factors shape perceptions of success for a deeper understanding (Cholewa et al., 2014) are recommended.
Additionally, delving into the impact of external influences, such as media exposure and societal expectations, on
students’ psychological well-being (Dixit &Rajaura, 2023) and developing frameworks considering various dimensions
of student life beyond academic achievements (Gonzalez-Perez & Ramirez-Montoya, 2022) can contribute to a more
comprehensive understanding.
In conclusion, while the current study offers valuable insights, addressing outlined limitations and embracing suggested
directions for future research can contribute to a more robust understanding of the complex interplay between gender,
academic achievement, and psychological well-being in educational settings.
REFERENCES
[1]. Aldridge, J. M., & McChesney, K. (2018). The relationships between school climate and adolescent mental
health and Well-being: A systematic literature review. International Journal of Educational Research, 88, 121-
145.
[2]. Bennouna, Cyril, Nicole Khauli, Mashal Basir, Carine Allaf, Michael Wessells, and Lindsay Stark. "School-
based programs for Supporting the mental health and psychosocial Well-being of adolescent forced migrants in
high-income countries: A scoping review." Social Science & Medicine 239 (2019): 112558.
[3]. Berger, C., Alcalay, L., Torretti, A., & Milicic, N. (2011). Socio-emotional well-being and academic
achievement: Evidence from a multilevel approach. Psychology: Research and review, 24(2), 344-351.
[4]. Bhat, B. A. (2021). Psychological Well-Being of Senior Secondary School Students in Relation to Gender and
Academic Achievement: An Empirical Study. Shanlax International Journal of Education, 9(2), 96-101.
[5]. Booker, C. L., Kelly, Y. J., & Sacker, A. (2018). Gender differences in the associations between age trends of
social media interaction and well-being among 10–15-year-olds in the UK. BMC Public Health 18, 1–12.
[6]. Bruns, E. J., Duong, M. T., Lyon, A. R., Pullmann, M. D., Cook, C. R., Cheney, D., & McCauley, E. (2016).
Fostering SMART partnerships to develop an effective continuum of behavioral health services and supports in
schools. American Journal of Orthopsychiatry, 86(2), 156.
[7]. Bucker, S., Nuraydin, S., Simonsmeier, B. A., Schneider, M., & Luhmann, M. (2018). Subjective well-being
and academic achievement: A meta-analysis. Journal of Research in Personality, 74, 83-94.
[8]. Chattu, V. K., Sahu, P. K., Seedial, N., Seecharan, G., Seepersad, A., Seunarine, M., ... & Singh, A. (2020).
Subjective well-being and its relation to academic performance among students in medicine, dentistry, and other
health professions. Education Sciences, 10(9), 224.

International Journal of All Research Education and Scientific Methods (IJARESM),
ISSN: 2455-6211, Volume 12, Issue 2, February-2024, Available online at: www.ijaresm.com
Page | 134
[9]. Chernyshenko, O., M. Kankaraš, M., & Drasgow, F. (2018). Social and emotional skills for student success and
well-being: Conceptual framework for the OECD study on social and emotional skills. OECD Education
Working Papers, No. 173. Paris: OECD Publishing.
[10]. Cheung, C. S. S., & Pomerantz, E. M. (2012). Why does parents’ involvement enhance children’s achievement?
The role of parent-oriented motivation. J. Educ. Psychol. 104:820.
[11]. Cheung, H. Y., & Chan, A. W. (2008). Understanding the relationship among PISA scores, economic growth
and employment in different sectors: A cross-country study. Research in Education, 80 (1), 93-106.
[12]. Chodkiewicz, A. R., & Boyle, C. (2017). Positive psychology school‐based interventions: A reflection on
current success and future directions. Review of Education, 5(1), 60-86.
[13]. Cholewa, B., Goodman, R. D., West-Olatunji, C., &Amatea, E. (2014). A qualitative examination of the impact
of culturally responsive educational practices on the psychological well-being of students of color. The Urban
Review, 46, 574-596.
[14]. Chow, H.P.H. (2007) Psychological well-being and scholastic achievement among university students in a
Canadian Prairie City. Soc Psychol Educ (10), 483–493.
[15]. Colmar, S., Liem, G. A. D., Connor, J., & Martin, A. J. (2019). Exploring the relationships between academic
buoyancy, academic self-concept, and academic performance: A study of mathematics and reading among
primary school students. Educational Psychology, 39(8), 1068–1089. doi:10.1080/01443410.2019.1617409.
[16]. Crede, J., Wirthwein, L., McElvany, N., and Steinmayr, R. (2015). Adolescents’ academic achievement and life
satisfaction: the role of parents’ education. Front. Psychol. 6:52. doi: 10.3389/fpsyg.2015.00052
[17]. Deb, S., Strodl, E., & Sun, H. (2015). Academic stress, parental pressure, anxiety and mental health among
Indian high school students. International Journal of Psychology and Behavioral Science, 5(1), 26-34.
[18]. Diener, E. (2000). Subjective Well-being: The science of happiness and a proposal for a national index.
American Psychologist, 55, 34-43.
[19]. Diener, M., & McGavran, M. B. (2008). What makes people happy? A developmental approach to the literature
on family relationships and well-being. The science of subjective well-being, 347–375. New York, NY:
Guilford.
[20]. DiLeo, L. L., Suldo, S. M., Ferron, J. M., & Shaunessy-Dedrick, E. (2022). Three-wave longitudinal study of a
dual-factor model: mental health status and academic outcomes for high school students in academically
accelerated curricula. School Mental Health, 14(3), 514-530.
[21]. Dixit, R., &Rajaura, S. (2023). The Impact of Social Media on Mental Health: Understanding the Effects and
Finding Balance. Research in Multidisciplinary Subjects, 12, 50.
[22]. Eide, E. R., Showalter, M. H. & Goldhaber, D. D. (2010). The relation between children's health and academic
achievement. Children and Youth Services Review, 32(2), 231- 238.
[23]. Elovainio, M., Pietikäinen, M., Luopa, P., Kivimäki, M., Ferrie, J. E., Jokela, J. & Virtanen, M. (2011).
Organizational justice at school and its associations with pupils’ psychosocial school environment, health, and
Well-being. Social Science & Medicine, 73(12), 1675-1682.
[24]. Erdem, S., & Kabasakal, Z. (2015). Psychological Well-being and adult attachment dimentions. Journal of
Research in Education and Teaching, 4(1), 82–90.
[25]. Farb, A. F., &Matjasko, J. L. (2012). Recent advances in research on school-based extracurricular activities and
adolescent development. Developmental Review, 32(1), 1-48.
[26]. Farrer, L., Gulliver, A., Bennett, K. Griffiths, K.M., (2015). A virtual mental health clinic for university
students; a qualitative study of end user service needs and priorities. JMIR Ment. Health 2(1), pp.2.
[27]. Fathi-Ashtiani, A., Ejei, J., Khodapanahi, M. K., & Tarkhorani, H. (2007). Relationship between self-concept,
self-esteem, anxiety, depression and academic achievement in adolescents. Journal of Applied Sciences, 7(7),
955-1000.
[28]. González-Pérez, L. I., & Ramírez-Montoya, M. S. (2022). Components of Education 4.0 in 21st century skills
frameworks: systematic review. Sustainability, 14(3), 1493.
[29]. Gregory, T., Dal Grande, E., Brushe, M., Engelhardt, D., Luddy, S., Guhn, M., Gadermann, A., Schonert Reichl,
K. A., & Brinkman, S. (2021). Associations between school readiness and student Well-being: A six-year
follow-up study. Child Indicators Research, 14, 369–390. https://doi.org/10.1007/ s12187-020-09760-6.
[30]. Gutman, L. M., & Feinstein, L. (2008). Children’s well-being in primary school: Pupil and school effects.
Center for Research on the Wider Benefits of Learning, pp.978-0-9552810-5-1.
[31]. Gutman, L. M., Brown, J., Akerman, R., &Obolenskaya, P. (2010). Change in well-being from childhood to
adolescence: Risk and resilience. Center for Research on the Wider Benefits of Learning.
[32]. Heckhausen, J., & Chang, E. S. (2009). Can ambition help overcome social inequality in the transition to
adulthood? Individual agency and societal opportunities in Germany and the United States. Research in Human
Development, 6(4), 235-251.
[33]. Hogberg, B. (2021). Educational stressors and secular trends in school stress and mental health problems in
adolescents. Social Science & Medicine, 270, 113616.

International Journal of All Research Education and Scientific Methods (IJARESM),
ISSN: 2455-6211, Volume 12, Issue 2, February-2024, Available online at: www.ijaresm.com
Page | 135
[34]. Huang, C. (2015). Academic achievement and subsequent depression: A meta-analysis of longitudinal
studies. Journal of Child and Family Studies, 24(2), 434-442.Huebner, E. S. (1991). Correlates of life
satisfaction in children. Sch. Psychol. Q. 6, 103–111. doi: 10.1037/h0088805
[35]. Huppert, F. A. (2009) Psychological Well-being: evidence regarding its causes and consequences. Applied
Psychology Health and Well-being, 1(2), 137-164.
[36]. Inchley, D.J. Currie, T. Young, O. Samdal, T. Torsheim, & L. Augustson, et al. (Eds.) (2016). ―Growing up
unequal gender and socioeconomic differences in young people’s health and well-being: health behaviour in
school-aged children study‖ in international report from the 2013/2014 survey. World Health Organization.
[37]. Kayyali, M. (2023). The Relationship between Rankings and Academic Quality. International Journal of
Management, Sciences, Innovation, and Technology IJMSIT, 4(3), 01-11.
[38]. Khan, D., Khan, M. A., & Srivastava, R. K. (2020). A Gender-Based Study on the Impact of Psychological
Well-being on Academic Performance of Students. IUP Journal of Organizational Behavior, 19(4).
[39]. Kiuru, N., Pakarinen, E., Vasalampi, K., Silinskas, G., Aunola, K., & Poikkeus, A.-M., et al. (2014). Task-
focused behavior mediates the associations between supportive interpersonal environments and students’
academic performance. Psychological Science, 25, 1018–1024.
[40]. Kleinkorres, R., Stang, J., & McElvany, N. (2020). A longitudinal analysis of reciprocal relations between
students’ well-being and academic achievement. Journal of Educational Research Online, 12(2), 114–165.
[41]. Kohli and Malik (2013). Academic anxiety and well-being amongst urban and rural adolescents. Indian Journal
of Positive Psychology,4 (1), pp.148-152.
[42]. Lawson, M. A., & Lawson, H. A. (2013). New conceptual frameworks for student engagement research, policy,
and practice. Review of educational research, 83(3), 432-479.
[43]. Lewis, A. D., Huebner, E. S., Malone, P. S., & Valois, R. F. (2011). Life satisfaction and student engagement in
adolescents. Journal of Youth and Adolescence, 40, 249–262.
[44]. Livingstone, S., & Sefton-Green, J. (2016). The class: Living and learning in the digital age (Vol. 1). NYU
press.
[45]. Lucas, B., & Spencer, E. (2017). Teaching Creative Thinking: Developing learners who generate ideas and can
think critically (Pedagogy for a Changing World series). Crown House Publishing Ltd.
[46]. Luthar, S. S., & Kumar, N. L. (2018). Youth in high-achieving schools: Challenges to mental health and
directions for evidence-based interventions. Handbook of school-based mental health promotion: An evidence-
informed framework for implementation, 441-458.
[47]. Macaskill, A. (2012). The mental health of university students in the United Kingdom. British journal of
guidance & counseling, 41(4), pp.426-441.
[48]. Martinez, I., Youssef., M.C., Chambel, M., & Marques., P. A. (2019) Antecedents of academic performance of
university students: Academic engagement and psychological capital resources. Educational Psychology, 39(8),
1047–1067. doi:10.1080/01443410.2019.1623382
[49]. Montenegro, E., & Jankowski, N. A. (2017). Equity and assessment: Moving towards culturally responsive
assessment. Occasional Paper, 29(6), 10-11.
[50]. Pate, C. M., Maras, M. A., Whitney, S. D., & Bradshaw, C. P. (2017). Exploring psychosocial mechanisms and
interactions: Links between adolescent emotional distress, school connectedness, and educational
achievement. School mental health, 9, 28-43.
[51]. Pietarinen, J., Soini, T. & Pyhältö, K. (2014). Students’ emotional and cognitive engagement as the determinants
of Well-being and achievement in school. International Journal of Educational Research, 67, 40-51.
[52]. Proctor, C. L., Linley, P. A., and Maltby, J. (2009). Youth life satisfaction: a review of the literature. J.
Happiness Stud. 10, 583–630. doi: 10.1007/s10902-008-9110-9
[53]. Rad, M. S., Martingano, A. J., &Ginges, J. (2018). Toward a psychology of Homo sapiens: Making
psychological science more representative of the human population. Proceedings of the National Academy of
Sciences, 115(45), 11401-11405.
[54]. Rana, R. A., and Mahmood, N. (2010). The relationship between test anxiety and academic achievement. Bull.
Educ. Res. 32, 63–74.
[55]. Rath & Nanda (2012). Adolescent’s self-concept: Understanding the role of gender and academic competence.
International Journal of Research Studies in Psychology 2012 June, Volume 1 Number 2, 63-71
[56]. Reschly, A. L., Huebner, E. S., Appleton, J. J., & Antaramian, S. (2008). Engagement as flourishing: The
contribution of positive emotions and coping to adolescents' engagement at school and with learning.
Psychology in the Schools, 45(5), 419-431.
[57]. Ryan, R., & Deci, E. (2017). Self-determination theory: Basic psychological needs in motivation, development
and wellness. American Psychological Association (Vol. 2017). pp-756.
[58]. Salami O. S. (2010). Emotional intelligence, self-efficacy, psychological well-being and student's attitudes:
implications for quality education. European Journal of Educational Studies, 2, 247-257.
[59]. Seligman, M.E.P., Ernst, R., Gillham, J., Reivich, K., & Linkins, M. (2009). Positive education: Positive
psychology and classroom interventions. Oxford Review of Education, 35, 293-31.

International Journal of All Research Education and Scientific Methods (IJARESM),
ISSN: 2455-6211, Volume 12, Issue 2, February-2024, Available online at: www.ijaresm.com
Page | 136
[60]. Selin, H. (Ed.). (2013). Parenting across cultures: Childrearing, motherhood and fatherhood in non-Western
cultures (Vol. 7). Springer Science & Business Media.
[61]. Simovska, V., Nordin, L. L., & Madsen, K. D. (2016). Health promotion in Danish schools: Local priorities,
policies and practices. Health Promotion International, 31(2), 480–489. https://doi.org/10.1093/heapro/dav009
[62]. Stanley, J. K., Hensher, D. A., Stanley, J. R., & Vella-Brodrick, D. (2011). Mobility, social exclusion and well-
being: Exploring the links. Transportation research part A: policy and practice, 45(8), 789-801.
[63]. Steinmayr, R., Crede, J., McElvany, N., & Wirthwein, L. (2016). Subjective well-being, test anxiety, academic
achievement: Testing for reciprocal effects. Frontiers in psychology, 6, 1994. doi: 10.3389/fpsyg.2015.01994
[64]. Steinmayr, R., Meißner, A., Weidinger, A. F., & Wirthwein, L. (2014). Academic achievement. In L. H. Meyer
(Ed.), Oxford bibliographies. DOI:10.1093/OBC/9780199756810-0108.
[65]. Stiglbauer, B., Gnambs, T., Gamsjäger, M., and Batinic, B. (2013). The upward spiral of adolescents’ positive
school experiences and happiness: investigating reciprocal effects over time. J. Sch. Psychol. 51, 231–242. doi:
10.1016/j.jsp.2012.12.002
[66]. Suldo, S. M., Shaffer, E. J., and Riley, K. N. (2008). A social-cognitive-behavioral model of academic
predictors of adolescents’ life satisfaction. Sch. Psychol. Q. 23, 56–69. doi: 10.1037/1045-3830.23.1.56
[67]. Suldo, S., Thalji, A., & Ferron, J. (2011). Longitudinal academic outcomes predicted by early adolescents’
subjective well-being, psychopathology, and mental health status yielded from a dual factor model. The Journal
of Positive Psychology, 6(1), 17–30.
[68]. Tabbodi, M., Rahgozar, H., & Makki Abadi, M. M. (2015). The relationship between happiness and academic
achievements. European Online Journal of Natural and Social Sciences: Proceedings, 4(1 (s)), pp-241.
[69]. Trucchia, S. M., Lucchese, M.S., Ender, J.E., & Fernandez, A.R. (2013). Relationship between academic
performance, psychological well-being and coping strategies in medical students. Rev Fac Cien Med Univ Nac
Cordoba,70(3),52-144.
[70]. Wang, M. T., &Hofkens, T. L. (2020). Beyond classroom academics: A school-wide and multi-contextual
perspective on student engagement in school. Adolescent Research Review, 5, 419-433.
[71]. Wang, M. T., Degol, J. L., Amemiya, J., Parr, A., & Guo, J. (2020). Classroom climate and children’s academic
and psychological Well-being: A systematic review and meta-analysis. Developmental Review, 57, 100912.
[72]. Wang, M. T., Henry, D. A., Smith, L. V., Huguley, J. P., & Guo, J. (2020). Parental ethnic-racial socialization
practices and children of color’s psychosocial and behavioral adjustment: A systematic review and meta-
analysis. American Psychologist, 75(1), 1.
[73]. Wang, M.-T., Degol, J. L., & Henry, D. A. (2019). An integrative development-in-sociocultural-context model
for children’s engagement in learning. American Psychology, 74, 1086–1102.
[74]. Yang, Q., Tian, L., Huebner, E. S., & Zhu, X. (2019). Relations among academic achievement, self-esteem, and
subjective well-being in school among elementary school students: A longitudinal mediation model. School
Psychology, 34(3), 328.
[75]. York, T. T., Gibson, C., & Rankin, S. (2019). Defining and measuring academic success. Practical assessment,
research, and evaluation, 20(1), 5.
[76]. Zhou, M., & Winne, P. H. (2012). Modeling academic achievement by self-reported versus traced goal
orientation. Learning and Instruction, 22(6), 413-419.
[77]. Zychinski, K. E., & Polo, A. J. (2012). Academic achievement and depressive symptoms in low-income Latino
youth. Journal of Child and Family Studies, 21, 565-577.