A Study on Psychological Well-Being and Resilience of Senior Secondary School Students in Relation to Gender and Academic Achievement: An Empirical Study

Abstract

Psychological well-being and resilience of senior secondary school students with a focus on gender differences and academic achievement. The study examines how psychological factors such as self-esteem, stress levels, and emotional stability are affected by gender and academic performance. A sample of senior secondary students was assessed using standardized psychological well-being and resilience scales, with academic records to measure achievement. Gender had a lot to do with psychological well-being and resilience, as female students reported more emotional distress but superior interpersonal relations and self-understanding than did male students. Academic achievement correlates positively with psychological well-being and resilience, indicating significant associations between academic achievement and improved life satisfaction, self-confidence, and an improved balance in emotional state. It, therefore, calls for interventions meant to address gender-related needs and promote academic performance, which are critical issues of improving the psychological welfare of senior secondary school-going learners. The findings conclude that these factors should influence policymakers and educators in determining supportive mechanisms to improve their psychological well-being and resilience in a learning environment.