A STUDY OF THE RELATIONSHIP BETWEEN SUBJECTIVE WELL-BEING, ACHIEVEMENT MOTIVATION, AND ACADEMIC PERFORMANCE IN STUDENTS
DOI:
https://doi.org/10.46991/educ-21st-century.v8.i1.182Keywords:
psychological well-being, subjective well-being, motivation to achieve success, motivation to avoid failure, academic performanceAbstract
Students’ academic activities are complex and multifaceted, requiring not only highly developed intellect, abilities, and cognitive engagement, but also a stable psychological and emotional state. A student’s academic performance largely depends on how they perceive themselves, their self-evaluation, and their motivation. This article analyzes subjective well-being and achievement motivation as interrelated psychological characteristics of students. The research problem arises from the insufficient clarity and empirical investigation of the relationships between subjective well-being, achievement motivation, and students’ academic performance. The aim of the study is to examine the relationship between subjective well-being and achievement motivation and to determine their role in shaping students’ academic performance. Methodology. The study involved 60 students. The methods used included the “Subjective Well-Being Scale” by G. Perue-Badu, adapted by M. V. Sokolova, and the “Achievement Motivation” questionnaire by T. Ehlers. For statistical analysis, Cronbach’s alpha was calculated for reliability, Pearson correlation analysis was conducted, the Jamovi statistical package was used, and the Shapiro–Wilk test was applied to determine the normality of the data distribution. Results. Most students demonstrated stable subjective well-being. Achievement motivation was negatively associated with ill-being and positively associated with academic performance. Regression analysis indicated that neither achievement motivation nor subjective well-being served as significant predictors of academic performance in this sample. Scientific novelty. The study conducted a comprehensive analysis of the relationships between achievement motivation, its individual scales, and the overall measure of subjective well-being, as well as their influence on students’ academic performance.
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