Psychological well-being, goals and academic performance

Abstract

In order to assess whether there are some differences between the perception of psychological well-being and the kind of guidance goals between high and low student performance, a studio which involved 230 college students was conducted. The psychological well-being scale was used as well as the modified version of the subscales of goal orientation motivation strategies for learning questionnaire. Statistically meaningful differences were found, in the subscales of positive relationships (t=-2.194, p=0.029), self-acceptance (t=-2.52, p=0.01) and future plans (t=-2.419, p=0.01) in favor of high performance students. Neither meaningful or resulting comparisons with other subscales were found nor with goal orientation subscales. These results show the need for further intervention strategies with students, not only academically, but also emotional and motivationally.