The Impact of Well-being on Academic Achievements: A Study at De Montfort University

This research report examines the impact of well-being on the academic achievements of students in De Montfort University (DMU). The research develops objectives to measure the influence of the three dimensions of well-being (emotional, psychological and social) on academic achievements. The study uses a mono method where quantitative analysis has been conducted through a survey questionnaire distributed among university students. Data was collected from 100 respondents using sampling. Statistical methods like regression analysis, Pearson’s correlation and other inferential statistics were used. The findings show that there is a strong positive relationship between well-being and academic achievements. However, many students are going through high levels of stress, emotional imbalance or depression. Engagement between students and teachers is recommended to facilitate cognitive engagement.

Running head: RESEARCH REPORT
Research Report
Name of the student
Name of the university
Author note

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Abstract
This report examines the impact of well-being on the academic achievements of
students in De Montfort University (DMU). The research develops objectives to
measure the influence of the three dimensions of well-being on the academic
achievements of students. Hypotheses have been developed to examine the impact
of the different dimensions on academic achievements. Critical analysis of the
literature has shown that positive psychology has a significant impact on the
emotional, psychological and social aspect. The three dimensions of well-being has
been used to develop the hypotheses. The critical analysis of the literature has
shown that benefits of positive education on the academic success of the students
have not been highlighted in past researches. The study uses mono method where
quantitative analysis has been conducted through a survey questionnaire. This
survey questionnaire was distributed among the university students and sampling
has been used to collect data from 100 respondents. The research has used
statistical methods like regression analysis, Pearson’s correlation and other
inferential statistics.The findings show that there is strong positive relationship
between well-being and academic achievements. There are many students that have
or going through high level of stress, emotional imbalance or depression. However,
the positive aspect is that they are seeking help whenever they need it but the major
concern lies with a large section of students that are not seeking help and are facing
issues in coping with the stress level. Engagement between the students and the
teachers are one of the recommendations provided as it facilitates in dealing with
cognitive engagement.

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Table of Contents
Chapter 1: Introduction.................................................................................................5
1.0 Introduction.........................................................................................................5
1.1 Background of the research................................................................................5
1.2 Research Problem..............................................................................................7
1.3 Research aim and objectives..............................................................................7
1.4 Research questions............................................................................................8
1.5 Research Hypothesis..........................................................................................8
Chapter 2: Literature review.........................................................................................9
2.1 Introduction:........................................................................................................9
2.2 Positive psychology............................................................................................9
2.3 Factors of wellbeing:.........................................................................................11
2.3.1 Social wellbeing:.........................................................................................13
2.3.2 Emotional wellbeing:..................................................................................14
2.3.3 Psychological wellbeing:............................................................................15
2.3.4 six factor model:.........................................................................................16
2.4 Academic achievement:....................................................................................19
2.5 Impact of wellbeing on academic achievement:...............................................20
2.6 Conceptual framework......................................................................................22
2.7 Literature gap:...................................................................................................22
Chapter 3: Research Methodology.............................................................................24
3.1 Introduction.......................................................................................................24

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3.2 Research Philosophy........................................................................................24
3.3 Research Approach..........................................................................................25
3.4 Research Design..............................................................................................26
3.5 Data collection Method.....................................................................................27
3.6 Data analysis method.......................................................................................28
3.7 Sampling method..............................................................................................28
3.8 Reliability and Validity.......................................................................................29
3.9 Ethical consideration.........................................................................................30
3.10 Summary.........................................................................................................30
Chapter 4: Findings and Analysis...............................................................................32
4.1 Introduction.......................................................................................................32
4.2 Reliability and Validity.......................................................................................32
4.3 Quantitative questions......................................................................................34
4.4 Correlation Matrix..............................................................................................47
4.5 Regression Analysis.........................................................................................50
4.6 Discussion.........................................................................................................56
4.7 Summary...........................................................................................................57
Chapter 5: Conclusion................................................................................................59
5.1 Conclusion and Key Findings...........................................................................59
5.2 Recommendations............................................................................................59
5.3 Future Scope and limitations............................................................................60

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5.4 Reflection..........................................................................................................60
References.................................................................................................................63
Appendices.................................................................................................................70

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Topic: The link between the well-being of students and academic achievements: A
case study of DMU
CHAPTER 1: INTRODUCTION
1.0 INTRODUCTION
This research examines the relationship between well-being and academic
achievement of students. De Montfort University has been chosen as the case study
in this research. The role of positive psychology in shaping the level of
achievements of students in universities has been the key element of the research.
Competitiveness has spread equally in every aspect of life which makes it difficult for
students at levels to cope with the stress levels. This has impacted their daily lives,
confidence and performance level. This chapter of the research has provided a
detailed outline of the purpose of conducting the research and significant contribution
it would make to the society.
1.1 BACKGROUND OF THE RESEARCH
Studies in the past clearly shows that students have been struggling to keep
up with the education and there has been significant increase in counselling
demands in United Kingdom. The major questions that has been raised in the past
years is whether the universities are playing their part in supporting the students and
helping them to deal with mental and emotional problems. The recent studies on
well-being show that there has been 10 % increase in demand for counselling
services in the United Kingdom. This is major issue which has been neglected by
the universities in majority of the universities and they have not accepted their
responsibilities (Coughlan 2015). The universities have not been honest enough to
admit the fact that students in their universities have been facing issues in coping.

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The study also shows that mental health issues have risen to 18,000 from 8,000 in
2013 (Coughlan 2015). The majority of the students are suffering from low mood,
depression and anxiety instead of suffering from relationship issues or
homesickness. Moreover, there has been an increased risk of suicide among the
students in the universities.
The culture in the past decade shows that there has been 20% increase in the
number of the students seeking for help from the universities (Coughlan 2015). It has
been said that students are feeling more pressurized which is causing coping issues
for them. Moreover, the perennial issues such as relationship and loneliness, the
increase in cost of higher education, job prospect uncertainties and fear of failing to
meet the expectation of the parents and society has increased the importance of
well-being and support for students (Robotham 2008). There has been significant
change in culture as students, where instead of feeling lazy are experiencing stress
and anxiety. The social changes are also affecting the students such as splitting up
of parents and selling of family houses makes the students feel more unsupported
and vulnerable.
However, universities are getting better at responding to these mental issues
by increasing the access to counselling sessions but significant improvement has to
be made in the consistency of the service quality. There is strong stigma around
mental health issues which made the students suffer in silence. These students are
afraid and ashamed to share the issues they face which is further escalating the
issue and detrimental for the current mental condition of the students (Robotham
2008). These situations are changing where people have started becoming more
open about their issues but significant improvement in support is required. Majority of
universities are still unaware of the cause, symptoms and effects of these illness

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among the students. This negligence towards students can be deliberate or may not
be the case but the universities need to be responsible for the lives of these young
students.
1.2 RESEARCH PROBLEM
There has been significant increase in the stress level of the students in
schools and universities due to the increase in competition among peer groups. It
has been seen that more than half of the students all over the world goes through
extreme level of stress. The culture and society also plays a critical role in
developing stress among students. The level of stress is quite high in Asia as the
academic expectations of these students are quite high. On the other hand,
research conducted by UniHealth shows that more than 80% student in universities
suffer from high level of stress and 45% of the students have gone through
depression (Veiber 2017). Moreover, the most worrying fact among the students is
that one out of every five student have suicidal tendencies. These students are
ashamed and embarrassed to seek help and there are some that do not have the
idea what should be done. This is a critical issue for the growth of these students
and the study would take these issues into account to analyse the way well-being
can be used to improve the achievements of college students.
1.3 RESEARCH AIM AND OBJECTIVES
The study had aimed to examine the influence of positive emotions in modern
educational system. Positive psychology impacts the students at different levels
which consists of social, psychological and emotional aspects. The relationship of
these factors with the achievement of students has been evaluated based on the
hypothesis developed in the research. The research would evaluate the current

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stress levels and mental health issues of the students to examine if wellbeing is
helping the student in achieving greater heights academically and professionally.
 To critically evaluate the role of well-being on academic achievements and
performance
 To highlight the diverse elements of wellbeing at different levels especially
social, emotional and psychological
 To provide suitable recommendations to enhance the academic achievements
and performance of students
1.4 RESEARCH QUESTIONS
 What is the role of well-being on academic achievements and performance?
 What are the diverse elements of wellbeing at different levels especially
social, emotional and psychological?
1.5 RESEARCH HYPOTHESIS
H01: Psychological well-being does not have significant impact on academic
achievements and performance of students
H11: Psychological well-being does have significant impact on academic
achievements and performance of students
H02: Social well-being does not have significant impact on academic achievements
and performance of students
H12: Social well-being does have significant impact on academic achievements and
performance of students
H03: Emotional well-being does not have significant impact on academic
achievements and performance of students

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H13: Emotional well-being does have significant impact on academic achievements
and performance of students
CHAPTER 2: LITERATURE REVIEW
2.1 INTRODUCTION:
This part of the research has focussed upon the aspects of psychology in
understanding the factors effective for the growth of psychological health among the
students of the university. Hence, the impact of positive psychology and wellbeing in
their lives have been explored. The idea of potential effect of external factors may
influence the state of wellbeing of the people, is the main fact around which the
review of the literature will be done. The quality of personal relationships has
greatest effect on the wellbeing of the people which leads to attain positive
psychology. There are three factors of wellbeing along with positive mental health
that help the students to cope or manage the factors of satisfaction in life and have a
greater impact on the academic achievement of the students. This chapter has
detailed the theories and models of positive psychology and well-being. This has
also made the conceptual framework of whole ideas and concepts of this particular
research topic.
2.2 POSITIVE PSYCHOLOGY
Positive psychology is the science of positive aspects of the human life in
achievement of the happiness and wellbeing factors are important for the people to
have a satisfaction in the mind (Robertson 2018). According to the theorist, Martin
Seligman, it is the scientific study of the optimal functioning of the human being
which aims to explore as well as promote those factors which allow the individuals or
the communities to become positive (Kristjánsson 2012). There are two major factors

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of shortcoming and potential of the human psychology and the human beings tend to
focus more on the shortcomings rather than potential. The positive human
psychology approaches more to the potential rather than the shortcomings. In the
regard of the academic flourishment of the students of the university, the
shortcomings are being highlighted which is leading them to face the issues of
depression and anxiety.
As pointed out by the authors like Schueller and Parks (2012), the positive
psychology has been growing in popularity in the recent years as thus has led to the
proliferation of exercises in increasing the positive thoughts., emotions and
behaviours among the people. The preliminary examination of the effect of positive
psychology suggests that this type of approach reduces anxiety level prominently.
According to these authors, there are several approaches that enhance the
acceptability as well as effectiveness of the positive psychology in the human life.
Therefore, as mentioned by Nowell (2012), through studying variability in
dissemination, the path to positive psychology in finding wellbeing can be achieved.
Swartz, (2018), in her "The Power of Positive Psychology" has mentioned
about the practices of positive psychology in the growing need of peaceful existence
among the students. Through the method of self-care, the practitioners are aiming to
attain greater satisfaction and optimism in life which is relating the attainment of
positive mental health. In this paper Swartz (2018) has examined the situation of the
young adults who have reported their feelings of stress and overwhelming emotions
which are resulting in the feeling of hopelessness and suffering from depression.
Positive psychology is focusing on the wellbeing of the human beings rather than
psychological dysfunction. As pointed out by the author, in Yale university along with
the others, have started the course and counselling for strategizing for attaining

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happiness in life. Therefore, the course of thought are to be changed and
engagement in the more physical works are promoted. In this regard the author has
also discussed the concept of time affluence underscoring the importance of time in
the lives of the human beings (Swartz 2018). In addition to this, the author has also
argued the fact that the feel-good strategies have an important connection with the
concept of positive psychology. This has proven to gain the insight for attaining
fulfilling, optimistic professional and academic lives within the context of institutions.
Another positive psychological approach in reducing the stress among the
students of the college and universities, focuses on the integration of the humanistic
psychology with positive psychology (Hassan and Younas 2015). According to
Waterman (2019), this approach is very difficult to achieve. As previously stated,
understanding of having the shared goals of promoting human potentials and well-
being, the concept of existence as well as essence in the human functioning are
needed. This is the reason why; the author has pointed out that the positive
psychology if combines with authenticity and identity express the unique individual
nature of the persons. Thus, the idea of ‘know thyself’ and ‘become what you are’
becomes successful. It includes the innate potential as well as strengths one hand
and implications, limitation and weaknesses. The humanistic psychology access to
the generic human nature as well as individual nature (Waterman 2018). On the
contrary, the positive psychology accepts the phenomenological as well as
hermeneutic perspective to be the most legitimate way for gaining access to the
authentic. It views the self as entrenched in the experience, interpretation and
context.

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2.3 FACTORS OF WELLBEING:
Wellbeing is not the absence of disease or illness. It is complex combination
of the physical, emotional, social and emotional health of the people (Hassan and
Younas 2015). It is connected with the life satisfaction and happiness that
manipulate students and their feelings about their lives. There are factors which
influence the well-being of the people. According to Peiro (2016), among these the
relationships of the individuals with their friends, family and partners are important.
Secondly, the factors related to fulfilling and enjoyable career and enough money
gives satisfaction in life and the well-being of the people. Positive, spiritual and
religious beliefs are the contributing factors to develop and maintain optimistic
outlook, which directly connects the wellbeing of the people (Hernandez et al. 2018).
In addition to this, sufficient sleep, nutritional diet, healthy self-esteem, fun hobbies
and leisure pursuits and sense of purpose and belonging develop the sense of
belonging which connect people to enjoy wellbeing. As pointed out by the critics like
Grealish et al. (2017), have stated that when a person takes complete responsibility
of his or her life, and make informed choices as well as decisions, they are
empowered which leads them to fight any type of mental health problem. In the case
of young people, this idea of empowerment affects the mental health of the people
greatly. This study by Grealish et al. (2017), has also pointed out that the relationship
between the psychological factors like cognition, psychosocial, coping, and control
power and the aspects of well-being and recovery from the personal problems.
On the contrary, Fredrickson et al. (2015) state that positive interventions for
attaining positive experience must not be at the disbursement of discounting human
weakness, suffering, and disorder. To Zessin, Dickhäuser and Garbade (2015), this
is important to segregate the individual from the population factors that include

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environmental and social can be associated with the mental health and its well-
being. In this regard, the reference of the people or community living in deprived
areas can be mentioned. These people or communities have higher commonness of
having poor mental health. This is due to the fact that different levels of
neighbourhood deprivation create a feeling of dissatisfaction with life which infringe
wellbeing (Zessin, Dickhäuser and Garbade 2015). In the case of university
students, the idea of dissatisfaction and increasing stress level create room for
dissatisfaction with life, shows their need of counselling and psychological theory.
2.3.1 Social wellbeing:
According to the psycho analysists, social wellbeing is the feeling which
people enjoy while they have the sense of belonging as well as social inclusion.
According to Zambianchi (2016), the feeling of social wellbeing is the feeling of
connectedness of the individuals with their society. The lifestyle, value system,
traditions, ways of living together, and beliefs are associated with the higher quality
of life and social wellbeing. There are diverse cultures in the society which provide
ample opportunities to the members of the society that allow them to be associated
with the social programs, multicultural events and also allow them to mix with the
groups other than their own cultural communities. These opportunities to get the
chance to get absorbed in the society along with their own culture may be rewarding
for the people. As mentioned by Verduyn et al. (2017), this allow the students to get
freedom to interpret, retain and express themselves along with the traditions,
heritage, history and arts.
As opined by Schwartz et al. (2016), social wellbeing not only creates positive
impact on the people and enhance their sociable nature, but also create scope for
their career path. The recent engagement with the social networking sites like

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Facebook, Linkedin and Instagram, are giving people the opportunity to get engaged
with the elements of their interest. These are helping the social learning process, and
enhance their personal creativity as well as expression. Schwartz et al. (2016) have
added that participation of the people in various social and cultural activities are able
to improve the happiness and life satisfaction.
Social wellbeing is supportive of building as well as maintaining personal
relationships which ultimately keeps people happy in any situation. It is statistically
proven that the people with better social connections become healthier and live
longer than the others. These are the reason why the experts suggest that the
people need to have regular and positive social contact with their family, neighbours,
friends and work. Thus it enhances the feeling of belonging and social contact that
enhance the social wellbeing factors.
2.3.2 Emotional wellbeing:
The implications of emotional wellbeing where positive and negative factors
are closely related to the mental health concerns and lead people to undergo stress,
anxiety and depression. According to Marselle et al. (2016), the person becomes
prone to psychological or emotional distress. In the case of the university students in
the UK, the factors like low self-esteem, pessimism, emotional sensitivity and self-
criticality have been affecting the mental health. According to Bluth et al. (2017),
positive mental health allows people for realising their complete potential, cope up
with the stress of their lives. These lead them to face problems of work productivity
or academic growth.
Similarly, Bluth and Blanton (2015) opine that emotional wellbeing directly
connects to the experiences of life that had once negatively related in the minds of

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the individuals. These are the reasons why in the case of the university students who
face tremendous pressure of academic growth in their lives, seek for support from
the counsellors. The universities implement programs as well as policies in order to
prevent any type of abuse, violence, bullying along with any types of social
exclusion. These policies help the students to build social connection among the
peers and families who will guide them to shine in life and promote a positive
emotional health.
Emotional wellbeing relates to emotional vitality, along with the sense of
enthusiasm, engagement and hopefulness which is essential for the university
students. These are also needed due to its capability of optimism (Bluth and Blanton
2015). It develops the perception that the good things can happen and they occur in
the lives of the people quite often. The supportive networks of the family and friends
help the individuals to develop self-regulation capabilities that save the individuals
with such issues to cope with stress, anxiety and all the negatives of life. These
types of programs will be identifying the risks and indicate the types of mental, and
behavioural problems within a limited time period. Proper understanding of the
issues among the youth or the university students, will ensure that the students with
mental or emotional wellbeing problems get appropriate services (Schwartz et al.
2016). The policies of the universities can also ensure that the students have proper
access to the comprehensive health service, both mental as well as counselling
services.
2.3.3 Psychological wellbeing:
According to the critics like (Schwartz et al. (2016) the psychological wellbeing
is divided into three parts. These include evaluative psychological wellbeing which
relates to the life satisfaction factors, the hedonic psychological wellbeing which

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relates to the feelings of happiness or sadness and eudemonic psychological
wellbeing which discuss the sense of purpose and essentiality of life. According to
the study by McAneney et al. 2015 there is a close relation between the
psychological wellbeing and survival which gets complemented by satisfaction in
lives.
The key components of evaluative psychological wellbeing as discussed by
Morin et al. (2017) has two essential facets. The first of it is the subjective wellbeing
which refers to the extent the people experience some positive feeling or emotions of
happiness. In most of the cases, the subjective wellbeing becomes the most
necessary part of the psychological wellbeing. Another part of psychological
wellbeing relates to the finding for the meaning of life (Mohd and Jacob 2017).
Without any purpose of life nobody can thrive which thus leads them to depression
and hopelessness among the university students.
The types of psychological wellbeing as mentioned before have included the
hedonic and eudemonic wellbeing. The hedonic wellbeing relates to the subjective
feeling of happiness. This also refers to two components, a cognitive component
relating the feeling of satisfaction with life and an affective component referring to the
high positive affect and low negative affect. To Akhtar, Dolan and Barlow (2017), this
is proposed that the individuals experience happiness when their positive effect as
well as satisfaction factors of life are both higher.
Similarly, the eudemonic wellbeing refers to the purposeful effects of the
psychological wellbeing which Ryff’s model discusses in the six-factor model.

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2.3.4 six factor model:
The six Factor Model of psychological wellbeing was developed by Carol Ryff
that determines 6 different factors that contribute to the psychological wellbeing of
the individuals, their containment and happiness. Psychological wellbeing mainly
consists of positive relationships with other persons, autonomy, personal mastery,
feeling of purpose or meaning of life, personal growth and development (Akhtar,
Dolan and Barlow 2017). The psychological wellbeing actually has been attained
through achieving the state of balance the rewarding life events as well as
challenges. Ryff’s model is not only based on the feeling of happiness but also
based on the Aristotle’s ethics where the ancient philosopher had mentioned the
goal of life should not be only feeling good but life should be virtuous ( Chan, Chan
and Sun 2017). There are six factors which are considered to be the key elements of
psychological wellbeing. These include
1. Self-acceptance
2. Purpose of life
3. Personal growth
4. Environmental mastery
5. Positive relation with others
6. Autonomy
Ryff’s model of psychological wellbeing is a psychometric inventory which
consists of two forms in which the respondents with their statements on the scale of
1 to 6. In this model one denotes strong disagreement and 16 notes strong
agreement. Higher total scores indicate higher psychological wellbeing (Hsu et al.
2017).
Autonomy:

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Highest scores in this section indicates that the respondents are independent
and can regulate their behaviour independent to the social pressures. They have
confidence upon their opinion that may be contrary to the general consensus.
Environmental mastery:
To Sirigatti (2016), high scores in this section indicate that the respondent can
make effective use of scope and has the sense of mastery to manage all the
environmental factors for activities. This may include management of everyday
affairs or creation of situations for benefiting their personal needs ( Hsu et al. 2017).
In most of the cases higher environmental mastery scores help the individuals to
become in charge of the situation in which they live.
Personal growth:
In this section high scores denote that the individual continuous to grow and
welcoming to the new experiences. He recognises the improvement in their
behaviour as well as self over time. The respondents in this aspect always
understand the importance of having new experiences challenge their thought
process about themselves as well as the world (Gao and McLellan 2018).
Positive relations:
According to Gao and McLellan (2018), high scores in this section note that
the respondent are engaged in the meaningful relationship with others around them.
This include reciprocal intimacy empathy and the affection. People in this aspect
prove themselves to be capable to share their time with others and gain important
knowledge.
Purpose of life:

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Higher scores in this segment reflect that the individuals have strong goal
orientation as well as conviction with the idea that life holds meaning. This
differentiates the high scorers from the others who wander aimlessly through life
(Sirigatti 2016).
Self-acceptance:
High score in this segment reflects that the individuals have positive attitude
about themselves and possess strong personality to face any type of challenge in
the life without being broken or shattered due to some events in their lives (Chan,
Chan and Sun 2017).
2.4 ACADEMIC ACHIEVEMENT:
Academic achievement or performance is the extent to which the students,
teachers and the institutions measure their achievement through short- or long-term
educational goals. According to Claro, Paunesku and Dweck (2016), academic
achievement is measured through the examinations and continuous assessments of
the students but there is no general agreement on how this can be best evaluated or
what aspects are the most important to measure the skills and declarative
knowledge of the students. There are some inconclusive results based on which the
individual factors predict the academic performances. These elements include test
anxiety, motivation, environment and the emotions (Donnelly et al. 2016). These are
considered when examining for measuring the academic achievement of a student.
Based on the performance of the students and their academic achievements the
educational institutions get financial support from the government or the supporting
organization which operate or run those educational institutions.

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There are several factors that influence the academic achievements of the
students. The individual differences in the academic achievements have been
connected to the differences in personality as well as intelligence level in different
students. The students with sharper mental abilities demonstrated by the IQ tests
and those who have higher conscientiousness connecting to the achievement
motivation and effort can achieve hi in the academic settings. In addition to this the
factors of mental curiosity which is measured by intellectual engagement of an
individual have important influence on the academic achievement along with
intelligence as well as conscientiousness.
The non-cognitive factors or skills which includes sets of behaviour attitudes
and Strategies and promote academic as well as professional success. In the case
of academic achievement, self-control, self-efficacy, motivation, goal setting,
emotional intelligence, expectancy and determination also vary from person to
person which bring variation in the academic achievements of the students.
According to the educationists and experts, self-efficacy has important role to play in
academic success. It is the belief that one can do something in their life which brings
conscientiousness and emotional stability. In addition to this self-control is related
with self-Regulation and self-discipline which gives the capacity to alter one’s own
responses giving them standards like values morals ideals and social expectations
(Donnelly et al.2016). The individual sections also get manipulated by the motivation
factor. The students who are motivated can improve upon their upcoming
performances and try to perform better both academic early and in other cases then
their peers with lower motivations. In other words, it can be stated that the students
who have higher need of achievement perform better in their academic tests. In the
cases of the University students on whom this paper is focused, are showing lower

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level of motivation due to their anxiety and performance pressure. These are
negatively affecting their academic achievements and effecting personal growth.
2.5 IMPACT OF WELLBEING ON ACADEMIC ACHIEVEMENT:
As mentioned before positive psychology have focused on the brightest sides of
adolescence and the Young adulthood. The critics like Yu, Shek and Zhu (2018)
have perceived that all adolescents are to be the resources for development. To be
specific, the positive Youth Development frameworks are implemented to emphasize
the importance of multiple psychological competences, for example cognitive
competence spirituality and social emotional competence. In constructing a good life
among the youth, these factors of wellbeing are to be implemented. Under this
paradigm, the personal will be supporting the psychological competencies like
emotional competence, moral competence and resilience which have been
increasingly emphasized in the recent years. This is due to the fact that the young
adults, who study in the university, go through the critical period when they tend to
develop attitude, knowledge and skills for living a healthy life. During this time, the
University students upon which this study has been conducted, usually notice factors
around them and then make judgements about what they feel normal and desirable.
Their choices thus depend upon the host of variables like what is accessible, what is
cost effective, what their peers select, what is the common practice at their home as
well as their experiences. These students stand at the verge of making their own
decisions where they do not get support from their families. Therefore, these people
make choices from what they know and what they experience in the student life.
Now in this crucial stage of growth, if they do not feel peace in their mind and
continuously suffer from anxiety and stress regarding their education and academic
achievement there will be great issue.

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Wellbeing and academic achievement are completely dependent upon one another
when the student has a positive outlook or positive thoughts, they achieve better and
motivate themselves to cope up with any type of situation. As the students’ wellbeing
in both physical and mental are dynamic and changeable therefore the universities
are to make decisions in favour of the students so that they do not feel overstressed
with their education. According to Steinmayr et al. (2016) this can demotivate them
to pursue their academic path and find an unexpected life full of errors. The study
has found that those students who enjoy positive wellbeing have positive educational
outcomes. This perception makes them more alert, better able to concentrate,
engaged in learning and thus achieve more then who have negative side of the well-
being concept. The latter type of students remains tired, unable to concentrate in
their study and apathetic. The idea of better mood and behaviour do not have place
in the life of these students. They tend to grow negative habits like smoking drinking
and consuming drug substances (Lv et al 2016). These habits severely impact on
the cognitive function like concentration, attention and memory. These affect the
capability to communicate or behave properly (King 2015). Thus, it can be stated
that these students may engage in some risky behaviour in future. Developing a
strong and supportive relationship will be positively affect the growth of the students
leaving them to enjoy academic achievements.

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2.6 CONCEPTUAL FRAMEWORK
Figure 1. Conceptual framework
(Source: created by author)
2.7 LITERATURE GAP:
During this literature review process, there have been many new concepts and
understanding can be found. The three aspects of the wellbeing are found and
supported by the studies of the authors. Moreover, the connection between
wellbeing and academic achievements of the university students upon whom the
whole study has been focussed, are discussed. There is ample research work on the
welling and its effect on the academic achievements are present but there are some
gaps which have been found in the literature review process. First of which is The
Academic Benefits of Positive Education to the university students has not been
found. Secondly, the connection of the student’s wellbeing and different types of
methods or models to mitigate stress among the young adults are not been found.
Finally, the literature does not discuss the effects of culture on the wellbeing of the
social psychological emotionalWellbeing of
young adults
Academic
achievements

24RESEARCH REPORT
students and how mainly the Asian students are been victimised with the
expectations from the family and pushing their limits more towards a risky future. The
literature does not discuss on the methods to attain wellbeing only concentrate on
the issues.

25RESEARCH REPORT
CHAPTER 3: RESEARCH METHODOLOGY
3.1 INTRODUCTION
Research methodology can be defined as systematic framework for collecting
data and analysing it. Methodology includes a philosophical framework and consists
of theoretical assumptions which forms the foundation of the research. Research
methodology describes the different research methods, instruments and frameworks
by providing valid justification for choosing each of the method (Kumar 2019).
Research methods are chosen based on the goals in the research. There are three
main aims in any research, description of behaviour, measurement of cause and
effect relationship and prediction from one element to another element (Flick 2015).
In this research, all the above mentioned variables are the aim of the research
so the research has chosen a single research design and used an explanatory
framework to examine the cause and effect relationship and describing the
phenomenon. The research has followed the Saunders research onion where each
layer has unfolded methods used for collecting data and evaluating it at each stage.
This has facilitated in making assumptions and describing the philosophy, approach,
design, data collection and analysis method, reliability, validity, sampling technique
and ethical aspect of the research. Moreover, the methodology has been developed
as such as it can be used to replicate the results using different data sets.
3.2 RESEARCH PHILOSOPHY
Research philosophy consists of assumptions and beliefs that facilitates in
knowledge development. Researchers make assumptions at every stage of the
research consciously or unconsciously. The assumptions define the way researcher
aims to address the research problem and questions. There are mainly three types

26RESEARCH REPORT
of research assumptions, ontological assumptions, epistemological assumptions and
axiological assumptions (Saunders et al. 2015). Ontological assumptions deals with
the various realities that have been encountered while conducting the research. The
axiological assumptions deals with the extent to which values influence the process
of the research and epistemological assumptions deals with the human knowledge
assumptions. These assumptions shape the way understanding of the research
question is generated.
There are mainly four types of research philosophies and they are realism,
pragmatism, interpretivism and positivism (Galli 2019). In this research, positivism
has been chosen as the philosophy as it facilitates in conducting quantitative
analysis of data. The positivist view focuses on the scientific empiricist method to
yield facts and pure data which is uninfluenced by human bias or interpretation. In
case of extreme positivist positions, social entities are considered as physical
objects. Positivism facilitates in developing hypothesis based on existing theories
and these theories are tested using quantitative approaches. This shows that
positivism assists in generating data that is measurable and quantifiable.
3.3 RESEARCH APPROACH
Research approach is the process of collecting data and reasoning to analyse
it. There are mainly two types of research approaches, deductive and inductive
approach. The distinction between deductive and inductive approach depends on the
relevance of hypothesis in the research. Deductive approach is examining the causal
relationship between two variables which is linked to a particular theory (Sekaran
and Bougie 2016). The deductive approach aims to identify whether the relationship
exists between the variables under the general circumstances. The deductive

27RESEARCH REPORT
approach begins with an expected pattern and observations are used to validate the
theory.
On the contrary, the inductive approach is used for developing new paradigms
and theories. In inductive approach, initially the observations are made and theories
are proposed based on the observations. The theories or hypothesis developed are
tentative in nature and the research may fail to validate those theories (Jackson
2015).The theories are developed based on the pattern in the data collected. In this
study, as positivism has been chosen as the philosophy deductive approach is the
most appropriate approach. Deductive approach has been used in the research to
develop hypotheses on the impact of wellbeing and academic achievement. These
hypotheses has been evaluated by using deductive reasoning where inferential
statistics has been used to test the existing theories.
3.4 RESEARCH DESIGN
Past researchers have provided diverse definitions of research design where
few consider it as the particular choice of methods for collecting and analysing it.
Some consider it as the method of choosing between quantitative and qualitative
methods. It can also be defined as the plan of identifying the methods necessary for
addressing the research question. There are mainly three types of research designs,
exploratory, explanatory and descriptive (Kratochwill and Levin 2015). The
exploratory research design is used to explore the research question and does not
aim to offer conclusive solution to the existing problem. Exploratory research is
conducted to examine the nature of the issue in order to reach a better
understanding of the issue. It is possible to change the direction of the research
based on new insights and data collected. This facilitates in gaining insights in depth
which forms the basis for conducting further conclusive research. Descriptive

28RESEARCH REPORT
research design is used for highlighting issues by collecting data which enables in
description of the phenomenon (Kratochwill 2015). It is used to describe the various
aspect of the phenomenon and is used to describing the behaviour of the sample
population.
On the contrary, the explanatory research design has been used as a method
of explaining the nature and degree of cause and effect relationship between two
variables (Kratochwill 2015). Explanatory research design focuses on a specific
issue to describe the pattern of relationship between the variables. In this current
research, explanatory research design has been used to examine the cause and
effect relationship between well-being and academic achievements of students. The
research has used quantitative tools and techniques to test the theories discussed in
the literature review section.
3.5 DATA COLLECTION METHOD
Data collection is the process of choosing significant data for addressing the
research objective. There are mainly two types of data collection method, primary
and secondary data collection method. Secondary data has been collected from peer
reviewed journals and articles for generating the critical literature review. Primary
data has been collected through survey questionnaire consisting of questions on
well-being and academic achievement (Palinkas et al. 2015). The questionnaire has
been developed on Five point Likert scale developed on ratio scale. The
questionnaire has been asked to the university students in DMU, consisting of close
ended questions which facilitates in collecting quantitative data. This is a cross
sectional study so the data has been collected only once due to the shortage of time
in the research. The survey questionnaire is the research instrument in the research.

29RESEARCH REPORT
3.6 DATA ANALYSIS METHOD
The collected data has been analysed using statistical tools and techniques.
SPSS (Statistical tool for social sciences) and Ms Excel has been used as a tool for
analysing the collected data (Morse 2016). The data collected has been represented
in form of frequency tables and charts. Inferential statistics has been used to
generate relevant findings based on the objective in the research. Pearson’s
correlation has been used to develop a correlation matrix which measured the inter
item correlation between the elements. It has facilitated in examining the degree and
nature of relationship between the variables. Regression analysis has been used a
method of developing a predictive model and testing the hypotheses using ANOVA.
Regression analysis has been used to measure the explaining capability of the
independent variable.
3.7 SAMPLING METHOD
Sampling is the method of choosing elements from the whole population.
Sampling is used in cases where the sample population is large which makes it
difficult to work with. Statistical sampling techniques have been developed to extract
samples from a larger population (Palinkas et al. 2015). Sampling process
commences by defining the target population and in this research, the total student
population of Leicester has been chosen as the target population. The next part is
choosing the sampling frame and in this current study, the student of DE
MONTFORT University has been chosen as the sample population. The next part is
choosing the sample size and in this study data has been collected from 100
students in the university. The most crucial aspect is choosing the sampling
technique.

30RESEARCH REPORT
There are mainly two types of sampling methods, probabilistic and non-
probabilistic sampling. Probabilistic sampling is divided into cluster sampling, simple
random sampling, stratified random sampling and systematic random sampling
(Kang et al. 2015). On the contrary, the non-probabilistic sampling can be divided
into purposive sampling, volunteer sampling, haphazard sampling and quota
sampling (Etikan, Alkassim and Abubakar 2016).The basic difference between these
methods is the fact that probabilistic sampling use randomization to choose samples.
In this research, stratified random sampling has been chosen as the sampling
method where the students have been developed into different strata and elements
have been selected randomly from each of the strata.
3.8 RELIABILITY AND VALIDITY
Reliability can be defined as the extent to which the same research methods
can be used to develop similar results using different data sets. This implies that it is
the ability of the research instrument to replicate the results using different sets of
data. In this research, Cronbach’s alpha test has been performed to measure the
internal consistency of the collected data (Diedenhofen and Musch 2016). It
measures the scale reliability of the elements chosen in the questionnaire. The value
of alpha is acceptable at 0.7 which signifies that the internal consistency is high.
Validity is the appropriateness of the research instruments used in the study. In this
study, pilot testing has been performed to check the validity of the questionnaire by
sending it to 10 respondents. This facilitated in evaluating the relevance of the
questions and the results obtained. The validity of the collected data has been
measured using the Bartlett test of sphericity and Kaiser-Meyer-Olkin Measure of
Sampling Adequacy which determines the relatedness of the data and variance
proportion in the data collected (Falconer, King and Brewin 2015).

31RESEARCH REPORT
3.9 ETHICAL CONSIDERATION
This research has adhered to the ethical guidelines stated in the above
research. Informed consent was generated and sent to the participants so that they
are aware of the purpose of conducting the research. The research has avoided the
three cardinal sins of research, falsification, fabrication and plagiarism (Quinlan et al.
2019). The report contains proper citations and the authors have been given credit
for their contribution to the research. The data collected has not been manipulated to
derive results that are appropriate to the research. The report has not presented any
false data and none of the findings have been over exaggerated to portray significant
results. The research has adhered to the data protection act of 1998 by managing
the anonymity and privacy of the respondents (Carey 2018). None of the data has
been used for any other purpose and confidentiality of the respondents have been
maintained by withholding their personal information. The research has ensured that
the participants have voluntarily participated and they had the option of leaving at
any given point in the research. The questionnaire does not consist of any abusive or
discriminatory languages which may offend any of the participants. The data stored
has been kept securely and would be deleted as soon as the purpose of the study is
completed.
3.10 SUMMARY
This chapter has provided a detailed description of the research methods,
instruments and frameworks used to collect and analyse data. Research
methodology acts as a guideline for developing effective data collection processes
and analysing it. This chapter has shown that positivism has been chosen as the
research philosophy and as all the layers in the research onion are connected,
deductive approach has been chosen. The research has used a single research

32RESEARCH REPORT
design where quantitative analysis has been conducted. The causal design has been
developed to effectively measure the direction and nature of relationship between
the chosen variables. The next chapter has executed the methods suggested in this
chapter to perform data analysis and generate relevant findings.

33RESEARCH REPORT
CHAPTER 4: FINDINGS AND ANALYSIS
4.1 INTRODUCTION
This chapter has provided a detailed analysis of the data collected from
students in DE MONTFORT University to examine the impact of well-being on the
academic achievements. The report has evaluated the reliability and validity of the
data collected. The frequency tables have been used to understand the amount of
students going through such issues and provide an understanding of the cause and
effect relation between well-being and academic achievement.
4.2 RELIABILITY AND VALIDITY
The reliability of the data collected has been evaluated by performing the
Cronbach’s alpha test. The cronbach’s alpha measures the internal consistency and
the scale reliability of the collected data. In this research, the value of alpha is .986
which signifies that the internal consistency among the items are high. The item total
statistics table measures the correlation among the items and the value of
Cronbach’s alpha if one of the items are deleted. The table shows that in all
instances the value of alpha decreases if one of the items are deleted. This implies
that the internal consistency of the data set increases with all the items and none of
them should be deleted.
The validity of the data has been analysed using the Bartlett test of sphericity
and Kaiser-Meyer-Olkin Measure of Sampling Adequacy. The value of KMO is 0.967
which lies within 0.8 to 1, this means that the sampling of the data is adequate. It
also signifies that the proportion of variance among the items are low. The Bartlett
test of sphericity measures whether the correlation matrix is an identity matrix which

34RESEARCH REPORT
determines whether the items are unrelated or related. In this research, the items are
related so the validity of the data is high.
Reliability Statistics
Cronbach's Alpha N of Items
.986 10
Table 1: Reliability statistics
Source: (As created by author)
Item Statistics
Mean Std. Deviation N
feeling in good spirits 2.31 1.368 100
feeling down or depressed 2.37 1.331 100
happy with your current life situation 2.25 1.403 100
feel optimistic about the future 2.37 1.331 100
positive self-esteem 2.33 1.334 100
get along well with friends/colleagues 2.35 1.366 100
seek support 2.28 1.386 100
thinking clearly 2.36 1.337 100
interested in new things 2.35 1.344 100
satisfied in your studies 2.34 1.416 100
Table 2: Item Statistics
Source: (As created by author)
Item-Total Statistics
Scale Mean if
Item Deleted
Scale Variance
if Item Deleted
Corrected Item-
Total
Correlation
Cronbach's
Alpha if Item
Deleted
feeling in good spirits 21.00 133.818 .928 .985
feeling down or depressed 20.94 134.582 .931 .985
happy with your current life
situation
21.06 132.683 .942 .984
feel optimistic about the
future
20.94 134.744 .925 .985
positive self-esteem 20.98 134.545 .930 .985
get along well with
friends/colleagues
20.96 133.837 .930 .985
seek support 21.03 133.181 .937 .985

35RESEARCH REPORT
thinking clearly 20.95 134.755 .919 .985
interested in new things 20.96 134.322 .930 .985
satisfied in your studies 20.97 132.757 .929 .985
Table 3: Item Total Statistics
Source: (As created by author)
KMO and Bartlett's Test
Kaiser-Meyer-Olkin Measure of Sampling Adequacy. .967
Bartlett's Test of Sphericity Approx. Chi-Square 1674.212
df 45
Sig. .000
Table 3: KMO and Bartlett's Test
Source: (As created by author)
4.3 QUANTITATIVE QUESTIONS
Questions on Psychological well being
This section of the question deals with psychological well-being of the
participants and the questions have been developed to address this aspect of the
research.
1. How far do you agree that you have been feeling in good spirits?
feeling in good spirits
Frequency Percent Valid Percent Cumulative Percent
Valid Strongly
Agree
37 37.0 37.0 37.0
Agree 29 29.0 29.0 66.0
Neutral 11 11.0 11.0 77.0
Disagree 12 12.0 12.0 89.0
Strongly
Disagree
11 11.0 11.0 100.0
Total 100 100.0 100.0
Table 4: Feeling in good spirits
Source: (As created by author)

36RESEARCH REPORT
37%
29%
11%
12%
11%
Total
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
Graph 1: Feeling in good spirits
Source: (As created by author)
This purpose of the question is to evaluate whether the respondents are
feeling good spirits or not. The results show that 37% of the respondents have
strongly agreed and 29% have agreed to the question. On the contrary, it can be
seen that 11% are indifferent, 12% disagreed and 11% strongly disagreed.
Therefore, this shows that 23% of the respondents are not feeling in good spirits
which indicate psychological disturbances. Moreover, there are 11% respondent that
are indifferent to the question and it can be inferred that atleast some of them are
feeling down but are not willing to disclose it or may they are still not completely
aware of what they are going through.

37RESEARCH REPORT
2. How far do you agree that in general you have been feeling down or depressed?
feeling down or depressed
Frequency Percent Valid Percent Cumulative Percent
Valid Strongly
Agree
31 31.0 31.0 31.0
Agree 35 35.0 35.0 66.0
Neutral 11 11.0 11.0 77.0
Disagree 12 12.0 12.0 89.0
Strongly
Disagree
11 11.0 11.0 100.0
Total 100 100.0 100.0
Table 5: Feeling down or depressed
Source: (As created by author)
31%
35%
11%
12%
11%
Total
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
Graph 2: Feeling down or depressed
Source: (As created by author)
This purpose of the question is to evaluate whether the respondents are
feeling depressed or not in general. The results show that 31% of the respondents

38RESEARCH REPORT
have strongly agreed and 35% have agreed to the question. On the contrary, it can
be seen that 11% are indifferent, 12% disagreed and 11% strongly disagreed. This
shows that 66% of the respondents have been feeling depressed one way or the
other. This confirms the fact that students in United Kingdom go through phases of
depression more frequently.
3. How far do you agree that you are happy with your current life situation?
Happy with your current life situation
Frequency Percent Valid Percent Cumulative Percent
Valid Strongly
Agree
43 43.0 43.0 43.0
Agree 23 23.0 23.0 66.0
Neutral 11 11.0 11.0 77.0
Disagree 12 12.0 12.0 89.0
Strongly
Disagree
11 11.0 11.0 100.0
Total 100 100.0 100.0
Table 6: Happy with your current life situation
Source: (As created by author)
43%
23%
11%
12%
11%
Total
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
Graph 3: Happy with your current life situation

39RESEARCH REPORT
Source: (As created by author)
The purpose of the question is to evaluate whether the respondents are
happy with their current life situation or not. The results show that 43% of the
respondents have strongly agreed and 23% have agreed to the question. On the
contrary, it can be seen that 11% are indifferent, 12% disagreed and 11% strongly
disagreed. The result show that 23% students have admitted that they are not happy
with their current situation in life and there are others that are hesitant which resulted
in being neutral to the question.
Questions on Emotional well being
4. How far do you agree that you feel optimistic about the future?
feel optimistic about the future
Frequency Percent Valid Percent Cumulative Percent
Valid Strongly
Agree
31 31.0 31.0 31.0
Agree 35 35.0 35.0 66.0
Neutral 11 11.0 11.0 77.0
Disagree 12 12.0 12.0 89.0
Strongly
Disagree
11 11.0 11.0 100.0
Total 100 100.0 100.0
Table 7: Feeling optimistic about the future
Source: (As created by author)

40RESEARCH REPORT
31%
35%
11%
12%
11%
Total
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
Graph 4: Feeling optimistic about the future
Source: (As created by author)
This purpose of the question is to evaluate whether the respondents are
feeling optimistic about the future. The results show that 31% of the respondents
have strongly agreed and 35% have agreed to the question. On the contrary, it can
be seen that 11% are indifferent, 12% disagreed and 11% strongly disagreed. The
result clearly shows that that 23% of the student are clearly pessimistic about their
future options and they are under tremendous level of emotional stress which is
causing problems for the students to cope up with their emotions. These students
require guidance and counselling so that they can be emotionally stable.
5. How far do you agree that you have positive self-esteem?
positive self-esteem
Frequency Percent Valid Percent Cumulative Percent
Valid Strongly
Agree
34 34.0 34.0 34.0
Agree 32 32.0 32.0 66.0
Neutral 11 11.0 11.0 77.0

41RESEARCH REPORT
Disagree 13 13.0 13.0 90.0
Strongly
Disagree
10 10.0 10.0 100.0
Total 100 100.0 100.0
Table 8: Positive self-esteem
Source: (As created by author)
34%
32%
11%
13%
10%
Total
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
Graph 5: Positive self-esteem
Source: (As created by author)
The purpose of the question is to evaluate whether the respondents have
positive self-esteem. The results show that 34% of the respondents have strongly
agreed and 32% have agreed to the question. On the contrary, it can be seen that
11% are indifferent, 13% disagreed and 10% strongly disagreed. The students not
feeling positive about their self-esteem may have faced circumstances which has
affected their emotional state such as abuse, violence, bullying along with any types
of social exclusion. However, in order to understand the individuals detailed analysis
of every individual is required.

42RESEARCH REPORT
Questions on social well being
6. How far do you agree that you get along well with friends/colleagues?
get along well with friends/colleagues
Frequency Percent Valid Percent Cumulative Percent
Valid Strongly
Agree
34 34.0 34.0 34.0
Agree 32 32.0 32.0 66.0
Neutral 11 11.0 11.0 77.0
Disagree 11 11.0 11.0 88.0
Strongly
Disagree
12 12.0 12.0 100.0
Total 100 100.0 100.0
Table 9: Get along well with friends/colleagues
Source: (As created by author)
34%
32%
11%
11%
12%
Total
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
Graph 6: Get along well with friends/colleagues
Source: (As created by author)
The purpose of the question is to evaluate whether the respondents get along
well with friends/colleagues. The results show that 34% of the respondents have

43RESEARCH REPORT
strongly agreed and 32% have agreed to the question. On the contrary, it can be
seen that 11% are indifferent, 11% disagreed and 12% strongly disagreed. This
shows that more than 23% of the students have issues in coping with the societal
norms and they are not comfortable with people around them. Moreover, the
imbalance in their mental and emotional state is affecting their relationships with their
colleagues and friends.
7. How far do you agree that you seek support during stressful situations?
seek support
Frequency Percent Valid Percent Cumulative Percent
Valid Strongly
Agree
40 40.0 40.0 40.0
Agree 26 26.0 26.0 66.0
Neutral 11 11.0 11.0 77.0
Disagree 12 12.0 12.0 89.0
Strongly
Disagree
11 11.0 11.0 100.0
Total 100 100.0 100.0
Table 10: Seek Support
Source: (As created by author)
40%
26%
11%
12%
11%
Total
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree

44RESEARCH REPORT
Graph 7: Seek Support
Source: (As created by author)
The purpose of the question is to evaluate whether the respondents seek
support during stressful situations. The results show that 40% of the respondents
have strongly agreed and 26% have agreed to the question. On the contrary, it can
be seen that 11% are indifferent, 12% disagreed and 11% strongly disagreed. This
shows that majority of the students are seeking external support to cope with the
stress but there are plenty of student still out there hesitant to seek support which is
seen from the results.
8. How far do you agree that you are thinking clearly?
thinking clearly
Frequency Percent Valid Percent Cumulative Percent
Valid Strongly
Agree
32 32.0 32.0 32.0
Agree 34 34.0 34.0 66.0
Neutral 11 11.0 11.0 77.0
Disagree 12 12.0 12.0 89.0
Strongly
Disagree
11 11.0 11.0 100.0
Total 100 100.0 100.0
Table 10: Thinking clearly
Source: (As created by author)

45RESEARCH REPORT
32%
34%
11%
12%
11%
Total
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
Graph 8: Thinking clearly
Source: (As created by author)
The purpose of the question is to evaluate whether the respondents are
thinking clearly or not. The results show that 32% of the respondents have strongly
agreed and 34% have agreed to the question. On the contrary, it can be seen that
11% are indifferent, 12% disagreed and 11% strongly disagreed. This shows that
even though the majority of the respondents are able to think clearly, there are
students who are having issues in thinking clearly. This question examined the
mental state of the respondents and more than 20% are not stable mentally.
9. How far do you agree that you are interested in new things?
interested in new things
Frequency Percent Valid Percent Cumulative Percent
Valid Strongly
Agree
33 33.0 33.0 33.0
Agree 33 33.0 33.0 66.0
Neutral 11 11.0 11.0 77.0
Disagree 12 12.0 12.0 89.0
Strongly 11 11.0 11.0 100.0

46RESEARCH REPORT
Disagree
Total 100 100.0 100.0
Table 11: Interested in new things
Source: (As created by author)
33%
33%
11%
12%
11%
Total
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
Graph 9: Interested in new things
Source: (As created by author)
The purpose of the question is to evaluate whether the respondents are
interested in new things. The results show that 32% of the respondents have
strongly agreed and 34% have agreed to the question. On the contrary, it can be
seen that 11% are indifferent, 12% disagreed and 11% strongly disagreed. The
question tries to examine the coping skills of the respondents by understanding their
eagerness to try new things. The findings clearly showed that more than 20% of the
respondents are not eager to try new things and lack in coping skills.

47RESEARCH REPORT
Question on academic achievement
10. How far do you agree that you are satisfied in your studies?
satisfied in your studies
Frequency Percent Valid Percent Cumulative Percent
Valid Strongly
Agree
37 37.0 37.0 37.0
Agree 29 29.0 29.0 66.0
Neutral 11 11.0 11.0 77.0
Disagree 9 9.0 9.0 86.0
Strongly
Disagree
14 14.0 14.0 100.0
Total 100 100.0 100.0
Table 12: Satisfied in your studies
Source: (As created by author)
37%
29%
11%
9%
14%
Total
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
Graph 10: Satisfied in your studies
Source: (As created by author)
The purpose of the question is to evaluate the satisfaction level of the
students with their studies. The results show that 37% of the respondents have

48RESEARCH REPORT
strongly agreed and 29% have agreed to the question. On the contrary, it can be
seen that 11% are indifferent, 9% disagreed and 14% strongly disagreed. This
question tried to examine the academic achievements of the students by
understanding their satisfaction level towards it. The findings highlighted that more
than 23% of the students are not satisfied with their academic aspects which means
that they are facing issues in achieving success. This provides a hint that students
being affected by issues at different levels, psychological, social and emotional are
also being affected in their academic achievements.
4.4 CORRELATION MATRIX
The correlation matrix is used to determine the degree and nature of
relationship between the elements. The table below shows the relationship between
the row variable and the column variables. The correlation between academic
satisfaction and other variables shown strong positive correlation where the value
ranges from 0.8 to 0.87. This means that academic achievements are expected to
increase with the improvement in the other elements. This means that students’
increase in depression decreases the academic achievement. Similarly, the students
optimistic about the future are able to perform in a better way than the students that
pessimistic. These correlation values are significant at two tail which means that
there is bidirectional relationship between the variables. This is similar in case of the
second correlation matrix which deals with variables such as positive self-esteem
and relationship with friends.
Correlations
feeling in
good spirits
feeling
down or
depressed
happy with
your current
life situation
feel
optimistic
about the
future
feeling in good spirits Pearson 1 .868** .885** .879**

49RESEARCH REPORT
Correlation
Sig. (2-tailed) .000 .000 .000
N 100 100 100 100
feeling down or
depressed
Pearson
Correlation
.868** 1 .875** .897**
Sig. (2-tailed) .000 .000 .000
N 100 100 100 100
happy with your current
life situation
Pearson
Correlation
.885** .875** 1 .848**
Sig. (2-tailed) .000 .000 .000
N 100 100 100 100
feel optimistic about
the future
Pearson
Correlation
.879** .897** .848** 1
Sig. (2-tailed) .000 .000 .000
N 100 100 100 100
positive self-esteem Pearson
Correlation
.879** .864** .906** .858**
Sig. (2-tailed) .000 .000 .000 .000
N 100 100 100 100
get along well with
friends/colleagues
Pearson
Correlation
.865** .912** .887** .889**
Sig. (2-tailed) .000 .000 .000 .000
N 100 100 100 100
seek support Pearson
Correlation
.886** .874** .925** .863**
Sig. (2-tailed) .000 .000 .000 .000
N 100 100 100 100
thinking clearly Pearson
Correlation
.866** .889** .867** .889**
Sig. (2-tailed) .000 .000 .000 .000
N 100 100 100 100
interested in new
things
Pearson
Correlation
.891** .865** .907** .853**
Sig. (2-tailed) .000 .000 .000 .000
N 100 100 100 100
satisfied in your studies Pearson
Correlation
.873** .865** .893** .887**
Sig. (2-tailed) .000 .000 .000 .000
N 100 100 100 100

50RESEARCH REPORT
Table 13: Correlation Matrix
Source: (As created by author)
Correlations
positive self-
esteem
get along
well with
friends/colle
agues
seek
support
thinking
clearly
feeling in good spirits Pearson
Correlation
.879** .865** .886** .866**
Sig. (2-tailed) .000 .000 .000 .000
N 100 100 100 100
feeling down or
depressed
Pearson
Correlation
.864** .912** .874** .889**
Sig. (2-tailed) .000 .000 .000 .000
N 100 100 100 100
happy with your current
life situation
Pearson
Correlation
.906** .887** .925** .867**
Sig. (2-tailed) .000 .000 .000 .000
N 100 100 100 100
feel optimistic about the
future
Pearson
Correlation
.858** .889** .863** .889**
Sig. (2-tailed) .000 .000 .000 .000
N 100 100 100 100
positive self-esteem Pearson
Correlation
1 .845** .911** .845**
Sig. (2-tailed) .000 .000 .000
N 100 100 100 100
get along well with
friends/colleagues
Pearson
Correlation
.845** 1 .860** .898**
Sig. (2-tailed) .000 .000 .000
N 100 100 100 100
seek support Pearson
Correlation
.911** .860** 1 .855**
Sig. (2-tailed) .000 .000 .000
N 100 100 100 100
thinking clearly Pearson
Correlation
.845** .898** .855** 1

51RESEARCH REPORT
Sig. (2-tailed) .000 .000 .000
N 100 100 100 100
interested in new things Pearson
Correlation
.916** .863** .907** .834**
Sig. (2-tailed) .000 .000 .000 .000
N 100 100 100 100
satisfied in your studies Pearson
Correlation
.876** .883** .878** .879**
Sig. (2-tailed) .000 .000 .000 .000
N 100 100 100 100
Table 14: Correlation Matrix
Source: (As created by author)
4.5 REGRESSION ANALYSIS
Hypothesis 1
H01: Psychological well-being does not have significant impact on academic
achievements and performance of students
H11: Psychological well-being does have significant impact on academic
achievements and performance of students
Model Summaryb
Model R R Square Adjusted R
Square
Std. Error of the
Estimate
Durbin-Watson
1 .917a .841 .836 .574 2.230
a. Predictors: (Constant), happy with your current life situation, feeling down or depressed,
feeling in good spirits
b. Dependent Variable: satisfied in your studies
ANOVAa
Model Sum of Squares df Mean Square F Sig.
1 Regression 166.816 3 55.605 168.799 .000b
Residual 31.624 96 .329
Total 198.440 99
a. Dependent Variable: satisfied in your studies

52RESEARCH REPORT
b. Predictors: (Constant), happy with your current life situation, feeling down or depressed, feeling
in good spirits
Coefficientsa
Model Unstandardized
Coefficients
Standardized
Coefficients
t Sig.
B Std. Error Beta
1 (Constant) .075 .119 .632 .529
feeling in good spirits .284 .100 .275 2.852 .005
feeling down or
depressed
.266 .099 .250 2.697 .008
happy with your current
life situation
.435 .100 .431 4.357 .000
a. Dependent Variable: satisfied in your studies
The above regression analysis aims to develop a predictive model that
explains the relationship between academic achievement and psychological well-
being. The regression analysis shows that value of Multiple R in the research is .917
which measure the correlation between the dependent variable and the predictors.
The value is high and it means that there is strong positive correlation and the
predictive ability of the model is high. R square is the coefficient of determination
which represents the goodness of fit of the model and the explaining capability of the
independent variable on the dependent variable. The value of R square is
0.841which means the goodness of fit of the model is high and the psychological
well-being can explain 84.1% of the variation in data. The f value in this research
is .000 which means that the model is significant and the null hypothesis can be
rejected. This means that Psychological well-being does have significant impact on
academic achievements and performance of students.
The model summary shows that,
AA= 0.284 FS+ 0.266 FD + .435 HCS,

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Where AA= Academic achievement, FS= Feeling in good spirits, FD= Feeling down
or depressed and HCS= happy with your current life situation
This shows that academic achievements increase when they are feeling good,
less depressed and happy with the current situations in life.
Hypothesis 3
H03: Emotional well-being does not have significant impact on academic
achievements and performance of students
H13: Emotional well-being does have significant impact on academic achievements
and performance of students
Model Summaryb
Model R R Square Adjusted R
Square
Std. Error of the
Estimate
Durbin-Watson
1 .915a .837 .833 .578 2.146
a. Predictors: (Constant), positive self-esteem, feel optimistic about the future
b. Dependent Variable: satisfied in your studies
ANOVAa
Model Sum of Squares df Mean Square F Sig.
1 Regression 166.045 2 83.022 248.593 .000b
Residual 32.395 97 .334
Total 198.440 99
a. Dependent Variable: satisfied in your studies
b. Predictors: (Constant), positive self-esteem, feel optimistic about the future
Coefficientsa
Model Unstandardized Coefficients Standardized
Coefficients
t Sig.
B Std. Error Beta
1 (Constant) -.031 .121 -.259 .796
feel optimistic about the
future
.545 .085 .512 6.412 .000

54RESEARCH REPORT
positive self-esteem .463 .085 .436 5.460 .000
a. Dependent Variable: satisfied in your studies
The above regression analysis aims to develop a predictive model that
explains the relationship between academic achievement and emotional well-being.
The regression analysis shows that value of Multiple R in the research is .915 which
measure the correlation between the dependent variable and the predictors. The
value is high and it means that there is strong positive correlation and the predictive
ability of the model is high. R square is the coefficient of determination which
represents the goodness of fit of the model and the explaining capability of the
independent variable on the dependent variable. The value of R square is 0.837
which means the goodness of fit of the model is high and the psychological well-
being can explain 83.7% of the variation in data. The f value in this research is .000
which means that the model is significant and the null hypothesis can be rejected.
This means that emotional well-being does have significant impact on academic
achievements and performance of students.
The model summary shows that,
AA= 0.545 FO+ 0.463 PSE,
Where AA= Academic achievement, FO= Feeling optimistic about the future and
PSE= Positive self-esteem
This shows that academic achievements increase when the students have
positive self-esteem and have optimistic approach towards life.

55RESEARCH REPORT
Hypothesis 2
H11: Psychological well-being does have significant impact on academic
achievements and performance of students
H02: Social well-being does not have significant impact on academic achievements
and performance of students
Model Summaryb
Model R R Square Adjusted R
Square
Std. Error of the
Estimate
Durbin-Watson
1 .923a .852 .846 .555 2.260
a. Predictors: (Constant), interested in new things, thinking clearly, get along well with
friends/colleagues, seek support
b. Dependent Variable: satisfied in your studies
ANOVAa
Model Sum of Squares df Mean Square F Sig.
1 Regression 169.157 4 42.289 137.196 .000b
Residual 29.283 95 .308
Total 198.440 99
a. Dependent Variable: satisfied in your studies
b. Predictors: (Constant), interested in new things, thinking clearly, get along well with
friends/colleagues, seek support
Coefficientsa
Model Unstandardized Coefficients Standardized
Coefficients
t Sig.
B Std. Error Beta
1 (Constant) -.025 .117 -.214 .831
get along well with
friends/colleagues
.270 .106 .260 2.544 .013
seek support .254 .107 .249 2.389 .019
thinking clearly .298 .102 .282 2.919 .004
interested in new things .191 .107 .181 1.784 .078
a. Dependent Variable: satisfied in your studies

56RESEARCH REPORT
The above regression analysis aims to develop a predictive model that
explains the relationship between academic achievement and social well-being. The
regression analysis shows that value of Multiple R in the research is .923 which
measure the correlation between the dependent variable and the predictors. The
value is high and it means that there is strong positive correlation and the predictive
ability of the model is high. R square is the coefficient of determination which
represents the goodness of fit of the model and the explaining capability of the
independent variable on the dependent variable. The value of R square is 0.852
which means the goodness of fit of the model is high and the psychological well-
being can explain 85.2% of the variation in data. The f value in this research is .000
which means that the model is significant and the null hypothesis can be rejected.
This means that social well-being does have significant impact on academic
achievements and performance of students.
The model summary shows that,
AA= 0.270 GA+ 0.254 SK+ 0.298 TC,
Where AA= Academic achievement, GA= Get along well with friends/colleagues,
SK= Seek Support and TC= Think clearly
This shows that academic achievements increase when the students are able
to cope with the social norms and consider themselves as the part of the society.
However, in this case, one of the elements, interest in new things is not significant
and cannot contribute to the model. Moreover, in all the three models, the value of
Durbin Watson lies within 1.7 to 2.5, which means that there is no first order
autocorrelation between the variables.

57RESEARCH REPORT
4.6 DISCUSSION
The analysis of the data shows that there is significant relationship between
the three dimensions of well-being and academic achievement. The results suggest
that emotional well-being correlate positively with the academic achievement which
means that students thriving in college have positive emotional well-being. The
result also suggested that there is strong positive correlation between psychological
well-being and academic achievements of students. Similar results have been
witnessed for social well-being which determines that in overall there is significant
relationship between well-being and academic achievement. The overall research
shows that well-being acts as a positive factor for success in academics. There are
external and internal factors which affect well-being of college students and it has
been divided into the three dimensions. The personal experiences of the students
comprises of the internal factors and the environment of the college defines the
external factors. These factors come together to shape the well-being and academic
achievements of students. This means that it is essential to promote the well-being
of student both at macro and micro level.
Objective 1: To critically evaluate the role of well-being on academic
achievements and performance
Well-being plays a crucial role in developing positive influence among
students in college which helps in enhancing their academic achievements. The
regression analysis conducted showed that there is strong positive relationship
between the variables. The regression analysis shows that value of Multiple R in the
research is .917 which measure the correlation between the dependent variable and
the predictors. The value is high and it means that there is strong positive correlation
and the predictive ability of the model is high. R square is the coefficient of

58RESEARCH REPORT
determination which represents the goodness of fit of the model and the explaining
capability of the independent variable on the dependent variable. The value of R
square is 0.841which means the goodness of fit of the model is high and the
psychological well-being can explain 84.1% of the variation in data. The f value in
this research is .000 which means that the model is significant and the null
hypothesis can be rejected. This is the case for all the dimensions of well-being,
social, psychological and emotional which implies that it is essential for the colleges
to promote well-being and develop conducive environment where they are able to
perform to their fullest capabilities. The quality of student and professor relationship
is also a key aspect in it where engagement with the students at regular intervals are
necessary to monitor and provide guidance.
Objective 2: To highlight the diverse elements of wellbeing at different levels
especially social, emotional and psychological
Social, emotional and psychological well-being are the major dimensions in
well-being and is necessary for all round growth of a student. Problem in any of
these factors results in negative influence on the students. These factors are also
interconnected to each other where psychological impacts affects the social and
emotional well-being of students. This means that if one of the above dimensions are
being affected then other aspects are also affected in due time which results in
decrease in academic achievements among students.
4.7 SUMMARY
This chapter has vividly analysed and described the relationship between the
dimensions of well-being and academic achievement. This chapter has evaluated
100 students to examine the % percentage of the student suffering from depression

59RESEARCH REPORT
and stress related issues and the impact it is having on the academic achievements
of the students. Pearson’s correlation and regression analysis shows that there is
positive relationship between the dependent and the independent variable.

60RESEARCH REPORT
CHAPTER 5: CONCLUSION
5.1 CONCLUSION AND KEY FINDINGS
This chapter has developed suitable conclusion by linking the objective of the
research to the key findings. The principles of positive psychology is one of the major
aspects of promoting well-being at colleges however, the possible moderators and
mediators in the relationship have not been highlighted effectively. The key findings
in the research have been described below based on the objectives:
 There is strong positive correlation between psychological, social and
emotional well-being on academic achievements of students.
 Well–being is a positive factor for the success of the organization
 The number of students going through a phase of depression are more than
half of the total respondents.
 Even though the majority of the students seek support while they face these
issues, there are considerable amount of them that did not. This could be a
concern for the university.
5.2 RECOMMENDATIONS
Objective 3: To provide suitable recommendations to enhance the academic
achievements and performance of students
The report has provided following recommendations based on the problem
and findings for promoting well-being among the students:
Engagement
Colleges need to develop strategies for enhancing emotional engagement
among students and teachers. This results in cognitive engagement and the
teachers will be able to help students deal with the stress and issues faced by them.
Self Esteem boost

61RESEARCH REPORT
The teacher should promote ways to boost the self-esteem of students
through various activities which develop positive behaviour and confidence.
Moreover, in order to promote social inclusion, the colleges should host events to
promote these issues so that students hesitant to ask for help step forward to take
help.
Counselling sessions
The organization should also make sure that they provide counselling
sessions to the students at regular intervals so that suicidal tendencies, depression
and other behavioural issues can be identified and dealt with effectively.
5.3 FUTURE SCOPE AND LIMITATIONS
The major limitation of the research is that the study has used a single
research design and the number of respondents is 100 which has resulted in 10%
margin of error. Therefore, in future research, a mixed method analysis can be
conducted where qualitative study could be used. This would facilitate in gaining in
depth knowledge on the issues faced, well-being and academic achievement.
Moreover, a larger sample size would help in reducing the margin of error in the
research.
5.4 REFLECTION
“A master in the art of living draws no sharp distinction between his work and
his play; his labour and his leisure; his mind and his body; his education and his
recreation. He hardly knows which is which. He simply pursues his vision of
excellence through whatever he is doing, and leaves others to determine whether he
is working or playing. To himself, he always appears to be doing both.” ~ L. P. Jacks

62RESEARCH REPORT
In this thought of light, I have completed my dissertation through hardships,
seriousness, recreation and relaxation. This dissertation has provided serious
challenges while moving from one phase to the next phase. I have kept my focus of
attaining the goal and was diligent in achieving the objectives. I have thoroughly in
accomplishing every aspect of the research. Initially, I was afraid when I chose this
dissertation topic but this fear that I felt was due to the fact I wanted to get this right
and do justice to the work I have chosen. Moreover, I was afraid of not knowing how
to gather all the necessary resources but supervisor and colleagues have helped me
immensely in finishing this research. I had the right amount of support both from my
peer groups and my supervisor which has helped in achieving this study.
My supervisor has provided support and guidance and I was able to collect
useful articles and web articles necessary for progressing towards my goal. I After
collecting all the necessary articles and journals, I have gained significant knowledge
on the topic of well-being, positive psychology and academic achievement. I was
able to understand the research problem in light of the modern situation in United
Kingdom. I started writing my first chapter after I had gained significant knowledge
from the resource materials. Initially, I had a tough time in formulating the
introduction section but I had to stop because my initial ideas were not strong
enough. I went back to reading different research papers to gain more knowledge on
the approach that was needed to make this study successful. In this first chapter of
the dissertation, I have refined my research objectives by defining the research
problem more effectively. This has helped me in refining the research questions and
the hypotheses. The critical analysis of the literature was tough to formulate and link
together but my supervisor has guided me throughout to help me deliver that is
needed. However, the biggest challenge for me was developing the research

63RESEARCH REPORT
methodology to be used in this research. I had to gain sufficient knowledge of
different types of research philosophies, approaches, designs, data collection and
analysis instruments and techniques, sampling methods and reliability and validity
testing methods. I had chosen the survey method to analyse the causal relationship
between the variables. The next big challenges were to develop a survey
questionnaire and analysing it using SPSS. I studied a few journals based on data
collection and analysis techniques to understand the appropriate way of framing the
questions. Data collection was the most difficult part as it was difficult to reach out to
as much students as possible on the campus and convince them to take part in the
study. I had very little knowledge about the statistical tools and techniques. I had to
go through books of econometrics and statistics to perform reliability and validity
tests. I had through various manuals to understand the interpretation of the different
statistical tools and the process of using SPSS. Initially, I had a tough interpreting
the results gathered but I have been able to successfully interpret the data and
represent it the way I wanted.
This research has provided me with academic knowledge and each stage of
the research has been a valuable learning experience. I have also learned about the
skills required to succeed in my professional career in the future. The most amazing
thing that I have learnt through this research is the ability to using logical reasoning
to analyse data and interpret it accordingly. This has provided me the ability to
problem solving which is essential for addressing any issue in my professional
career later on in my life. I have also learned the ways to put up an argument in
cohesive, logical and simple manner. This will also help me later on addressing
similar issues or other arguments in professional and academic career. Last but not
the least, this study has broadened my horizon significantly by providing essential

64RESEARCH REPORT
knowledge on research methodologies, data collection tools and techniques and
statistical analysis tools. Therefore, in future I can use these problem-solving skills
to excel in my profession career and other future endeavours.
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APPENDICES
Survey Questionnaire
Questions on Psychological well being
1. How far do you agree that you have been feeling in good spirits?
Strongly Agree Agree Neutral Disagree Strongly Disagree
2. How far do you agree that in general you have been feeling down or depressed?
Strongly Agree Agree Neutral Disagree Strongly Disagree
3. How far do you agree that you are happy with your current life situation?
Strongly Agree Agree Neutral Disagree Strongly Disagree
Questions on Emotional well being
4. How far do you agree that you feel optimistic about the future?
Strongly Agree Agree Neutral Disagree Strongly Disagree
5. How far do you agree that you have positive self-esteem?
Strongly Agree Agree Neutral Disagree Strongly Disagree
Questions on social well being
6. How far do you agree that you get along well with friends/colleagues?
Strongly Agree Agree Neutral Disagree Strongly Disagree
7. How far do you agree that you seek support during stressful situations?
Strongly Agree Agree Neutral Disagree Strongly Disagree
8. How far do you agree that you are thinking clearly?

72RESEARCH REPORT
Strongly Agree Agree Neutral Disagree Strongly Disagree
9. How far do you agree that you are interested in new things?
Strongly Agree Agree Neutral Disagree Strongly Disagree
Question on academic achievement
10. How far do you agree that you are satisfied in your studies?
Strongly Agree Agree Neutral Disagree Strongly Disagree