Sannet Thomas and Manoj Kumar Pandey
Veer Bahadur Singh Purvanchal University, Jaunpur
Pages:50-57
Starting university can be compared to starting a whole new chapter of life. Whenever a
student leaves his/her home for college, a new journey is bound to begin. This journey’s
main twists and turns are centered around self-discovery and self-reliance, which in
turn shape up the student`s general outlook on the dynamics of life. A good number of
students are not usually prepared for the possible challenges that university life has to
offer, hence causing them to get overwhelmed and makes it difficult for them to adjust
to this new life. From living alone to trying to balance between doing daily chores and
studying among other activities, university life can be stressful for some students which
can have a negative impact on their well-being. Despite the elusive and overarching
nature of well-being, its significance with respect to education is well established in the
literature. Students’ positive and satisfying life-experiences are expected to flourish
as their well-being increases, and student’s well-being influences all main domains
of their further lives including academic performance. With the emergence of positive
psychology, the last few decades have witnessed a rapid increase in research on
students’ well-being. The literature supports the notion that well-being improves academic
achievement and is a predictor of career success; however, few rigorous experimental
studies on this effect are available and further experimental and intervention studies are
needed. Keeping this in view the objective of present study was to examine the impact
of social well-being on the academic performance of students of different states of
India studying in AMU. For the same, 203 students of Aligarh Muslim University, Aligarh
were asked to respond on two questionnaires namely, the social well-being scale and
academic performance scale. Findings revealed the significant positive relationship of
social well-being with academic performance i.e., as the social well-being of the students
was high, their academic performance was also high. Furthermore, social well-being
was found to be a significant predictor of academic performance of the students. It was
concluded that social well-being particularly social integration and social contribution
aspects of educational life are important contributors to overall academic achievement
of students, as they derive much of their sense of self-worth from social inclusion and
evaluations of their peers and important adult