Psychological Well-Being of Senior High School Students in State University and Colleges (SUCs) in Zamboanga City, Philippines

Abstract The implementation of the kindergarten to Grade 12 (K-12) Basic Education Curriculum in the country introduced additional years of high school education, necessitating an examination of students' experiences during this transition. Understanding these experiences is crucial for informing policy development and planning activities that may enhance learners' academic outcomes. This study aimed to explore the correlation between psychological well-being and academic performance among senior high school students. Employing a descriptive-quantitative- correlational research design, the study surveyed 285 Grades 11 and 12 students from State Universities and Colleges (SUCs) offering the K-12 program. Psychological well-being was assessed using Ryff's Scales of Psychological Well-Being, while academic performance was measured by the students' Grade Point Average (GPA). The findings indicated that four out of six psychological well-being dimensions— Environmental Mastery, Self-Growth, Positive Relations, and Life Purpose—showed statistically significant correlations with students' GPA. Furthermore, significant differences in psychological well-being were observed across variables such as sex, grade level, perceived socioeconomic status, and other demographic factors. These results suggest the need for the formulation of school policies and the enhancement of guidance programs tailored specifically to senior high school students, aimed at supporting their psychological well-being and, in turn, their academic success.