Abstract

Psychological well-being is an important part of students’ overall development. It affects their academic performance, motivation, and adjustment. The Class XII stage is a critical period in students’ lives. Students face academic pressure, board examinations, and career-related decisions. These factors can influence both their psychological well-being and scholastic achievement. The present study aimed to examine the level of psychological well-being and scholastic achievement among Class XII students. It also aimed to study differences in psychological well-being among students of ICSE, CBSE, and State Boards. Another objective was to analyses the relationship between psychological well-being and scholastic achievement. A quantitative research approach was used. The descriptive survey method was adopted. The sample included Class XII students from different educational boards. Appropriate sampling techniques were used. Psychological well-being was measured using a standardized or self-constructed scale based on the PERMA model given by Martin Seligman. This model includes positive emotion, engagement, relationships, meaning, and accomplishment. Scholastic achievement was measured using students’ board examination scores. Data were analyzed using mean, standard deviation, t-test or ANOVA, and correlation. The results showed significant differences in psychological well-being among students of different boards. It means that the type of board influences students’ well-being. The study also found a positive relationship between psychological well-being and scholastic achievement. Students with higher well-being performed better academically. The study concludes that psychological well-being plays a key role in students’ academic success. Schools should promote well-being practices. Guidance and counselling services should be strengthened. Supportive learning environments should be provided.