CERTIFICATE

Certified that the dissertation entitled, “Academic Achievement and Happiness among
Higher Secondary School Students Exploring the Relationship”, submitted by me for the
Degree of Master of education ([Link]) at Chaudhary Charan Singh Degree College Hawera
is based upon my work carried out under the supervision of Mr. Naveen Yadav Assistant
Professor Department of Education and that neither this dissertation nor any part of it has
been submitted before for any degree or diploma in anywhere else.

Countersigned by the
Supervisor:

Date:

Candidate Signature

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 ACKNOWLEDGEMENTS
I humbly expresses my gratitude to the Almighty for the blessings of knowledge, wisdom,
health, and resilience that have guided my journey. I appreciates all who have journeyed
alongside me shaping my path and enriching my experience. I would like to convey my
parents, the first teacher in my life, for their all sacrifices and constant support, without
which could not be what I am now. Again, I would like to take this opportunity to thank my
greatest support and pillar of strength, My parents, Shri Anil Kishor Tiwari and Smt Vineeta
Tiwari who have always prayed for me, believed in me, and stood by me, both helped me to
their best level.

I deep gratitude to my Supervisor, Mr. Naveen Yadav Assistant Professor my guide this
dissertation would not have been possible without him. In the journey toward my [Link]. one
figure stands out as a guiding Department of Education His guidance and unwavering
support were pivotal throughout my [Link] His mentorship and insightful discussions shaped
my work and academic journey.

My all teachers, and staff of the Department of Education for their cooperation and
assistance in conducting and submitting the dissertation I also expresses deep appreciation to
the heads and teachers of the selected schools for their cooperation in data collection I also
extends my gratitude to all the authors and researchers whose work was referenced, helping
bridge the gaps in my study.

Date:

3
 DECLARATION

I hereby declare that the dissertation entitled Academic Achievement of Higher Secondary
School students and Happiness exploring the relationship submitted in partial fulfillment of
the dissertation requirements for the degree of Master of Education ([Link]), 4th Semester, to
Chaudhary Charan Singh Degree College, Hawera, Etawah, is my original work and has
been carried out by me under the supervision of my guide. I further declare that this work has
not been submitted previously, either in full or in part, for the award of any degree, diploma,
or any other academic qualification in any institution or university. The data presented in this
dissertation are true to the best of my knowledge and belief.

Date:
Place:

Signature of the Student:

Name: Somya Tiwari

Course: [Link] 4th Semester
College: Chaudhary Charan Singh Degree College, Hawera, Etawah

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 Table of Contents

Chapter Name Page Number

Plagiarism Report

Chapter 1: Introduction 9-11

1.1 Background of the study 11-12

1.2 Statement of the problem 12-14

14-15
1.3 Objectives of the study
15
1.4 Justification of the study
15-17
1.5 Hypothesis of the study
18-19
1.6 Delimitations of the study
20-22
1.7 Limitations of the study 23

Chapter 2: Review of Related Literature 30-31

2.1 Studies related to academic achievement 32-33

2.2 Studies related to happiness 33-37

37-40
2.3 Studies related to relationship between academic
achievement and happiness 41

43-44
2.4 Research gap
44-45
Chapter 3: Research Methodology
45-46
3.1 Method of Research
46-49

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3.2 Variables of the study 49-52

3.3 Population of the study 52-54

3.4 Sample and sampling technique 55-56

56-57
3.5 Tools used for data collection
57-60
3.6 Reliability and validity of the tool
60-61
3.7 Procedure of data collection
61-63
3.8 Statistical techniques used
63
Chapter 4: Analysis and Interpretation of data 64-66

4.1 Analysis of data 67-68

4.2 Testing of hypothesis 69-71

4.3 Interpretation of results 71-72

72-74
Chapter :5 Summary,Finding and Conclusion
74-75
5.1 Summary of Study
75
5.2 Major Findings
75-77
5.3 Suggestions for further research
77-79
5.4 Conclusion 79-80

References 80 -82

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 Title: “Academic Achievement and Happiness
Among Higher Secondary School Students: Exploring
the Relationship”

CHAPTER 1: INTRODUCTION

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INTRODUCTION

The relationship between academic achievement and happiness among higher secondary
school students has become an important area of research. Understanding this relationship is
necessary because it has significant implifications for teaching methods and students overall
well being. This dissertation aims to examine the connection between these two variables and
to understand how students’ happiness influences their academic performance and how
academic performance may also affect their level of happiness.

This study will address this gap by investigating the direct and indirect pathways through
which happiness, conceptualized as a dimension of psychological well-being, interacts with
academic achievement in a specific cohort of higher secondary school students (Ovalle et al.,
2024). Many studies suggest that psychological well-being plays an important role in
students’ academic success. Happy students often show higher motivation, greater
engagement learning, and stronger resilence when facing academic challenges. These
positive psychological qualities can improve learning outcomes and help students perform
better in school (Datu et al., 2017). At the same time, academic achievement can also
influence students’ happiness. Students who perform well academically may experience
greater confidence, satisfaction, and overall well-being. Conversely, addressing gender
differences in learning facets and emotional well-being can guide educators towards more
inclusive and balanced educational landscapes, further impacting both happiness and
academic achievement. Happiness, as a concept, has various meanings. Happiness refers to
the state of feeling well or expressing pleasure; it is a changeable state that does not last for
long.. Through your level of life satisfaction and well-being, happiness can be measured.
However, previous research provides mixed findings regarding the direction of this
relationship. Some studies suggest that happiness leads to better academic performance,
while others indicate that academic success contributes to greater happiness (Gräbel, 2017).

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Because of these different perspectives, it is important to explore whether the relationship
between academic achievement and happiness is one directional or bidirectional. Moreover,
while much research has focused on well-being as a predictor of academic achievement,
there is a recognized gap in studies considering academic achievement as a significant
predictor of well-being, suggesting that higher achieving students may experience enhanced
well-being and reduced psychopathology (Kumar et al., 2025). However, emerging evidence
suggests a bidirectional relationship, where in academic success can also influence well-
being, sometimes positively and at other times negatively, particularly among female
students where higher achievement has been associated with lower subsequent well-being.
This complexity underscores the necessity of exploring the directionality of these
associations across different developmental stages and demographic groups. Therefore, this
research endeavors to clarify the bidirectional nature of the relationship between academic
achievement and happiness, providing empirical insights into how each construct influences
the other among higher secondary school students (Suresh, 2021). This study therefore aims
to examine both directions of influence between these variables among higher secondary
school students. It will also consider the possible role of gender and other contextual factors
that may affect both academic achievement and happiness. Understanding these factors can
help educators develop more supportive and balanced learning environment for students.

This systematic review study employs a quantitative research design to examine the
relationship between academic achievement and happiness among higher secondary school.

This dissertation utilizes a quantitative research approach to examine the relationship

between happiness and academic achievement among higher secondary school students.
Primary data were collected through a standardized happiness scale administered to the
students, while academic achievement was measured using their academic marks obtained
from school records. The collected data were analyzed to understand the extent to which
students’ happiness is associated with their academic performance (Kaya & Erdem, 2021).
The findings of this study are expected to provide useful insights for educators and

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policymakers in promoting both academic success and the psychological well-being of
students. This comprehensive analysis will therefore not only address the limitations of
previous cross-sectional studies by employing a robust longitudinal design but also explore
how various cultural contexts and educational systems might differentially influence the
intricate interplay among academic achievement and Happiness. The aim of this dissertation
is to examine the relationship between happiness and academic achievement among higher
secondary school students. Happiness is an essential part of students’ general well-being that
has significant implications for their attitudes toward learning and school life in general. By
being happy, supported, and emotionally balanced, it is likely that students will be more
active in class activities, motivated in their learning process, and have a positive attitude
toward their academic obligations (Siebecke, 2025).

Higher secondary school is an important part of students’ lives, during which they often face
academic challenges, expectations for their future professions, and other personal and social
experiences that can have an impact on their emotional well-being and academic
performance. As academic performance is an essential part of their school life, it is vital to
understand the relationship between happiness and academic achievement in order to
establish an academic environment that does not only promote academic excellence but also
supports their emotional and psychological development.

By examining the relationship between happiness and academic achievement, it is believed

that this research will offer an understanding of the role of emotional well-being in academic
development among higher secondary school students (Bortes et al., 2021). The results of
this research can also offer valuable insights for educators, parents, and educational
policymakers in developing an academic environment that supports academic excellence as
well as emotional development among students.

The mediating and moderating factors influencing this complex relationship, such as student
individual differences, classroom climate, and pedagogical approaches are also
underexplored (Mertoğlu, 2020).

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1.1 BACKGROUND OF THE STUDY

Education at the higher secondary level is important for students' academic growth and
overall well-being. Academic success has often been seen as a key measure of achievement.
However, recent research highlights that students’ happiness and mental health matter just as
much. Still, few studies have looked into how academic success and happiness are linked
among higher secondary students, especially in relation to teacher-student relationships.

Higher secondary education is a vital stage in the academic and personal growth of students.
Academic performance is traditionally considered the key factor for the success of students.
Nevertheless, in recent times, scholars and educators increasingly recognize the significance
of happiness as a vital factor for the overall growth and well-being of students.

Happiness is considered a state of positive emotions and satisfaction with one’s life.
Happiness is considered a vital factor for the motivation and performance of students. It is
observed that students who experience a higher level of happiness exhibit improved
concentration power and academic engagement. On the other hand, academic performance is
also considered a vital factor for the happiness and overall well-being of students. It is
observed that academic performance is a vital factor for the happiness and overall well-being
of students. Thus, the interrelationship between academic performance and happiness is not
one-sided.

Most scholars and educators have shown increased interest in the happiness and overall well-
being of students. Nevertheless, the existing studies on student happiness and overall well-
being primarily focus on academic performance and psychological well-being. However, few
studies have been conducted on the interrelationship between academic performance and
happiness among higher secondary school students. In the Indian education system,
academic performance is extremely high among students (Marrone et al., 2024).

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Higher secondary education is a vital stage where academic performance is extremely high.
At the higher secondary level, students experience academic stress and aspirations for
academic performance. It is vital for educators and scholars to understand whether academic
performance is a vital factor for the happiness of students or happiness is a vital factor for
academic performance. Thus, the present study aims to explore the interrelationship between
academic performance and happiness among higher secondary school students.

This study aims to bridge this gap by meticulously examining the direct and indirect
pathways through which happiness affect influence of academic achievement and subjective
happiness among higher secondary school students (Buzzai et al., 2020). Drawing upon
established theoretical frameworks such as Self-Determination Theory, Broaden-and-
Build Theory, and Conservation of Resources Theory, this research will develop and
validate a comprehensive model that elucidates these intricate relationships.

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1.2 STATEMENT OF THE PROBLEM

Additionally, the research will consider the role of teacher interpersonal behavior and
teaching experience as factors influencing the efficacy of teacher-student relationships in
promoting student well-being. It will also explore the mediating role Although academic
performance has historically experience, and perhaps even their academic performance. been
considered an important predictor of students' academic success, there is evidence amassing
in the field of educational psychology that happiness and psychological well-being are
important for students' learning and development. Other research has shown that students'
positive emotions (such as happiness) have an effect on their motivation, engagement and
learning Although happiness plays an important role in the education system and is accepted
by researchers, the relationship between academic achievement and happiness has been
studied independently and no thorough structural relationship has been studied between
happiness and academic achievement among higher secondary school students (Kannangara
et al., 2020)․ The higher secondary stage in education is a major phase of a student, with the
pressure to perform academically and choices for higher education or employed life․

Although certain psychosocial factors, such as academic self-efficacy, are important for
students' academic success and academic welfare, the relationship between these variables
has not been widely studied using structural methods in the context of higher secondary
school education․ Thus the present study attempts to explore the interrelationship between
academic achievement and happiness of the students in higher secondary school which
would help to know the relationship between the students' psychological well-being and their
academic performance of study-related positive emotions and academic
psychological capital in the relationship between teacher-student rapport
and academic performance.

This will involve an investigation into how these mediating factors contribute to students'
learning engagement and overall academic success . Furthermore, the study will examine how
life satisfaction mediates the relationship between happiness and academic engagement,

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thereby providing a comprehensive understanding of the mechanisms linking emotional well-
being to academic success (Amholt et al., 2020). Finally, this research aims to identify
potential interventions and best practices for students to foster academic achievement and
happiness, addressing the gaps in previous research concerning the nuanced interplay of
social support and self-efficacy in academic contexts . Specifically, it will investigate the
intricate mechanisms through which perceived social support and academic success, often
cultivated through positive teacher-student interactions, enhance students' learning
engagement and mitigate adverse effects on their academic journey.

This investigation will also delve into the dynamic interplay between teacher well-being and
student outcomes, recognizing that a teacher's emotional state and job satisfaction
significantly influence the quality of their interactions with students, ultimately affecting
student engagement and psychological well-being. This comprehensive analysis will thus
provide a multifaceted understanding of the various factors that underpin academic
achievement and happiness among higher secondary school students, particularly through the
lens of teacher-student dynamics.. It aims to comprehend how students' academic
performance may be impacted by their degree of happiness and how academic achievement
may enhance their general sense of wellbeing (Wang et al., 2025). By examining this
connection, the study will offer information that could assist teachers and educational
institutions in developing a more encouraging and helpful learning environment. The study's
conclusions might also aid in the creation of instructional techniques that support students'
happiness and academic achievement.

1.3 OBJECTIVES OF THE STUDY

1. To understand the level of happiness among higher secondary school students

2. To examine the academic achievement of higher secondary school students.

3. To explore the relationship between students’ happiness and their academic achievement.

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4. To understand how students’ emotional well-being and positive feelings influence their
engagement in learning and academic performance.

5. To highlight the importance of creating supportive educational environments that promote

both students’ academic success and their overall well-being.

6. To assess the degree of contentment among students in higher secondary education

7. To evaluate senior secondary school pupils' academic performance. to investigate the

connection between senior secondary school students' happiness and academic success.

8. To examine how happiness affects higher secondary school pupils' academic performance.
to compare senior secondary school pupils' contentment levels by gender.

9. To compare senior secondary school pupils' academic performance by gender. to

determine whether students from various academic programs have significantly varying
levels of satisfaction.

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 10. To determine whether pupils from various academic streams differ significantly in
their academic performance.

1.4 JUSTIFICATION OF THE STUDY

In today’s education system, one of the primary issues that students, parents and educators

face is that of academic success. With the ever -growing amount of academic pressure and
competition, it is likely that it might have an effect on the level of happiness of the students.
It is important to note that happiness plays a vital role in the mental and social development
of students and also impacts their academic success.

It is important to note that most educational systems focus on academics rather than the
happiness and emotional well-being of students. As such, it is essential to carry out a study in
order to determine whether there is any relationship between the academic success and
happiness of higher secondary school students.

The reason for conducting this study is because the findings may help educators and parents to
create a conducive environment for the development of students. It is also important to
understand that very little research has been done on this issue.

1.5 HYPOTHESES OF THE STUDY

Based on the established objectives and research questions, the following hypotheses are
proposed to guide the empirical investigation:

H0: There is no significant relationship between academic achievement and happiness

among higher secondary school students.

H₁: There is a significant relationship between happiness and academic achievement among
higher secondary school students.

H₂: Higher levels of happiness are linked to better academic achievement among higher
secondary school students.

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H₃: Students with greater emotional well-being tend to show higher engagement in learning
activities.

H₄: Students’ positive feelings and emotional well-being influence their academic
performance in a positive way.

H₅: A supportive educational environment helps both students’ academic success and their
overall well-being.

This study posits that higher levels of students’ happiness are associated with increased
academic achievement among higher secondary school students. This positive relationship is
hypothesized to be partially explained by the students’ enhanced academic self-efficacy.
Furthermore, academic self-efficacy is expected to strengthen the relationship between
happiness and academic achievement, potentially amplifying the positive effects of
happiness on students’ academic performance. Finally, this research seeks to determine
whether gender and grade level moderate the relationships among happiness, academic self-
efficacy, and academic achievement (Lin & Zhu, 2024). These hypotheses collectively aim
to provide a nuanced understanding of the complex interplay between psychological factors
in shaping students’ academic performance, thereby offering actionable insights for
educational practitioners and policymakers.
The study will employ a random sampling method to survey 400 eligible Higher Secondary
school students to gather comprehensive data. This robust sample size will allow for
rigorous statistical analysis to test the proposed hypotheses, particularly concerning the
mediating effects of academic achievement and resilience on the relationship between
happiness and academic achievement. Moreover, the investigation will explore whether
academic self-efficacy and behavioral engagement play a chain-mediated role in the
relationship between a happiness and academic performance.

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This positive association is expected to be partially mediated by the role of students'
academic self-efficacy in the link between happiness and academic performance. Thus, it is
proposed that the positive association between happiness and academic performance will
enhance the level of students' belief in their capabilities in the academic domain, which in
turn will boost their efforts, persistence, and conscientiousness, thereby leading to better
academic performance (Deniz & Ekinci, 2024).Moreover, it is proposed that academic self-
efficacy will have a strong predictive power in the prediction of academic performance,
while it will also enhance the indirect effect of happiness on academic performance, as it
may amplify the effect of happiness on students' performance through increasing their
confidence in tackling their academic tasks. This study's findings are anticipated to
significantly inform educational practices by highlighting the critical role of happiness in
fostering student engagement and well-being. This study has real-world effects on education,
where knowing how happiness and academic success are linked can help create positive and
supportive learning environments for students. This kind of approach can help high school
students do well in school and grow as people in all areas of their lives. This study gives
teachers, educators, and school officials useful information by looking at how happy and
successful students are in school.

These insights may assist them in comprehending the impact of students' emotional well-
being on their learning and academic performance. This study also takes a systematic look at
the research that has already been done on happiness and academic success. It wants to find
out what important things affect students' grades and overall health (Yıldız & Kardaş, 2021).
The significance of the study lies in the fact that it explores the link between happiness and
academic achievement among higher secondary school students. Over the past few years,
academic achievement has been assessed on the basis of marks and performance; on the
other hand, happiness has been given lesser priority. This study has proved that happiness is
not only an individual experience but also a psychological construct which can play an
important role in the academic achievement of students.

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The significance of the study lies in the fact that it has attempted to not only establish the link
between happiness and academic achievement but also explain the process through which
happiness can lead to better academic achievement. By including academic self-efficacy as a
mediator between happiness and academic achievement, the study has provided an insight
into the process through which happiness can lead to better academic achievement. It has
been found that happy students tend to have higher levels of academic self-efficacy. Happy
students are likely to have higher levels of confidence. Higher levels of confidence can lead
to better performance in examinations (Lumbantoruan & Ditasona, 2021).

This research can also measure the effects of gender and grade level on the relationship
between the variables. In doing so, the research can reveal whether the effects of happiness
on academic achievement differ among different types of students.

The findings of this research can be applied to the school context. If the findings reveal that
happiness has significant effects on academic achievement, either directly or indirectly
through the relationship with self-efficacy, the research can encourage educational
institutions to incorporate programs that promote students’ emotional well-being, in addition
to the curriculum. The research will further delve into the nuanced relationship between
happiness and learning engagement, considering how academic self-efficacy and
psychological resilience act as crucial mediators in this dynamic.

This study, therefore, aims to identify key leverage points for interventions designed to
optimize both academic outcomes and student happiness, addressing a critical gap in current
pedagogical strategies.

1.6 DELIMITATIONS OF THE STUDY

The practical implications extend to curriculum development, where an understanding of

these mediating factors can lead to the integration of resilience-building and self-efficacy-
enhancing activities into the regular academic framework. This approach fosters not only
academic achievement but also holistic student development, preparing students to navigate

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future challenges effectively (Zhao et al., 2024). By focusing on teacher support, academic
self-efficacy, and academic emotions, this research provides actionable insights for
enhancing academic outcomes among university students, equipping educators and
administrators with the understanding to tailor pedagogical and managerial approaches
effectively. The study will also consider the moderating effect of positive academic emotion,
as it has been shown to play a significant role in mediating the relationship between
happiness and academic achievement . This focus aligns with previous research highlighting
the multifaceted roles of academic self-efficacy and psychological resilience as mediators,
alongside positive academic emotion as a moderator, in enhancing learning engagement.

This study, adopting a systematic approach, will thoroughly review empirical evidence to
pinpoint factors that mediate and moderate the relationship between perceived teacher
support and student engagement in higher education (Weber & Harzer, 2022).

1.7 LIMITATIONS OF THE STUDY

While this study aims to provide a comprehensive analysis, its scope is inherently limited by
several factors, including reliance on self-reported data, which may introduce biases and the
cross-sectional design which precludes the establishment of causal relationships.
Furthermore, the study's focus on a specific demographic of school students in a particular
geographic region might limit the generalizability of the findings to broader populations (Wu
& Dong, 2024). Additionally, the constraints of time and resources necessitate a focused
inquiry, potentially overlooking other salient variables that could influence academic
achievement and happiness. It is also important to acknowledge that the subjective nature of
happiness and the multifaceted dimensions of academic achievement pose significant
challenges in operationalization and measurement, which could impact the interpretation of
results (Wang et al., 2024). a need for longitudinal studies in future investigations to
better understand developmental trajectories (Xu, 2024).

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Moreover, a single-university or region-specific focus, common in many studies,
restricts the universality of findings, necessitating broader samples across varied
educational systems and cultural backgrounds for enhanced generalizability.

1.8 DEFINITION OF KEY TERMS

In this section, key concepts and terminology frequently used throughout this dissertation,
such as “academic achievement and happiness in higher secondary school students” will be
meticulously defined to ensure clarity and consistency in interpretation. Each definition will
be grounded in established academic literature and, where appropriate, operationalized
within the specific context of this study to facilitate empirical analysis. Furthermore, the
nuances of these terms will be explored to highlight their multidimensional aspects and
relevance to the interconnectedness of academic success and psychological well-being. This
meticulous definitional approach is crucial for establishing a shared understanding and
preventing ambiguity in the subsequent analysis of their complex interrelationship. This will
involve a detailed exploration of relevant theories, such as self-determination theory and
positive psychology, to frame the conceptual understanding of these constructs and their
interactions. This comprehensive definitional framework will serve as the bedrock for the
empirical investigation, allowing for a rigorous examination of the interplay between
academic performance and subjective well-being among higher secondary school students.

The present study specifically focuses on the psychological dimension of well-being,

incorporating students' positive and negative effect, their life satisfaction, and meaning in
life, which are commonly used measures of subjective well-being (Guo et al., 2025). This
multidimensional approach allows for a comprehensive assessment of students' emotional
and cognitive appraisals of their lives, moving beyond simplistic notions of happiness. The
intricate interplay between these facets of well-being is increasingly recognized as a crucial
determinant of academic success and personal growth in educational settings (Zhou, 2023).
This framework acknowledges that a student's overall well-being is a multidimensional
construct shaped by personal attributes, academic factors, and institutional context.

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Therefore, understanding these intricate relationships is paramount for developing targeted
interventions that foster both academic excellence and student flourishing.

This research will further investigate how specific components of subjective well-being, such
as positive emotions, engagement, relationships, meaning, and achievement, contribute to
academic satisfaction and overall academic success among higher secondary school students
(Yang et al., 2024). This aligns with theoretical frameworks such as Positive Psychology,
which posits that life satisfaction is a crucial element in human flourishing and is inherently
linked to academic experiences and achievements. Moreover, the cognitive component of
subjective well-being, specifically satisfaction with life, has been consistently associated
with indicators of school adaptation, including perceived academic ability and positive
attitudes toward school.

1. ACADEMIC ACHIEVEMENT

 THEORETICAL DEFINITION: Academic achievement is the level of sophistication of

students in knowledge, skills, and abilities gained as a result of going through formal
educational experiences.

 OPERATIONAL DEFINITION: For the current study, academic achievement reflects

the grades/percentages that have been given to the higher secondary school students
based on their performance on the most current school examination.

2. HAPPINESS

 THEORETICAL DEFINITION: Happiness is an affective/emotional state that consists

of a collection of positive feelings, such as joy, accomplishment and general feelings
of overall wellness. It also reflects a subjective evaluation of life events.

 OPERATIONAL DEFINITION: For the current study, happiness reflects the scores
given to each student as a result of the students' performance on the standardized

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 instrument for measuring happiness, which was given to students during data
collection.

3. GENDER

 Theoretical Definition: Gender refers to the social classification of individuals as

male or female.

 Operational Definition: In the present study, gender refers to the categorization

of students as male or female for the purpose of statistical comparison. It is
treated as a moderating variable.

5. Grade Level
 Theoretical Definition: Grade level refers to the academic standard or class in
which a student is enrolled within the school system.

 Operational Definition: In the present study, grade level refers to whether the
student is enrolled in Class XI or Class XII. It is considered as a moderating variable.

6. Higher Secondary School Students

 Theoretical Definition: Higher secondary school students are learners who are
enrolled in the senior secondary stage of school education.

 Operational Definition: In the present study, higher secondary school students refer
specifically to students studying in Class XI and XII in recognized schools.

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 Title: “Academic Achievement and Happiness
Among Higher Secondary School Students: Exploring
the Relationship”

CHAPTER 2: REVIEW OF RELATED

LITERATURE

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This chapter synthesizes existing research on academic achievement, happiness, and the
intricate relationship between them, particularly within the context of higher secondary
education. It critically evaluates theoretical frameworks, empirical studies, and
methodological approaches that have explored how psychological dimensions like emotional
intelligence, motivation, and resilience impact both academic outcomes and overall well-
being in educational settings (Carmona-Halty et al., 2024).

A critical analysis of this literature will identify gaps in current knowledge and justify the
need for the present study to further elucidate these complex interconnections. It will also
highlight the varying definitions and measurements of happiness and academic achievement
in prior research, emphasizing the necessity for clear operational definitions within this study
to ensure coherence and replicability (Wang et al., 2024). A more nuanced approach
examines the relationship between academic performance and a student’s happiness
specifically within the school context, aligning with the concept of subjective well-being in
an educational environment. Subjective well-being, often equated with happiness, is
conceptualized as comprising life satisfaction, the presence of positive moods, and the
absence of negative moods. This multifaceted understanding of subjective well-being is
crucial given that happiness is a psychological state encompassing pleasure, satisfaction, and
overall well-being, and it has been consistently linked to academic achievement (Lisio et al.,
2025). For instance, studies have shown a positive correlation between adolescents' academic
achievement and their subjective well-being, including meaning in life.

However, despite numerous studies on student well-being, empirical research has yielded
ambiguous results regarding its relationship with academic achievement, highlighting the
need for more comprehensive meta-analyses (Wang, 2023). Furthermore, several studies
have focused on the determinants and correlates of student happiness, exploring various
conceptualizations of student well-being, which often encompass mental health,
autonomy, positive psychology, and school satisfaction.

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Increasingly, researchers have noted that positive emotions and overall life satisfaction are
pivotal in enhancing students’ academic engagement, a factor essential for sustaining
motivation, perseverance, and ultimately, academic performance (Lisio et al., 2025). This
aligns with findings suggesting that psychological distress impedes academic success, while
university engagement and positive effect, such as happiness, significantly bolster various
learning outcomes, including creativity, productivity, and essential cognitive variables
(Ødegård et al., 2025). Conversely, negative emotional states like sadness, anxiety, and
depression demonstrably impair academic progress by diminishing motivation, cognitive
function, and attention. Consequently, fostering a positive emotional climate and promoting
student well-being within educational institutions can significantly mitigate these detrimental
effects, thereby supporting enhanced academic outcomes. This underscores the importance of
integrating well-being initiatives within educational frameworks, as a supportive learning
environment has been shown to foster well-being, which in turn enhances academic
engagement and overall performance. Such initiatives should transcend mere problem-
solving to proactively cultivate flourishing students, emphasizing the integration of well-
being skills into curricula and fostering supportive learning environments (Mallik, 2023).

This holistic view recognizes that a student's mental health and overall happiness are
inextricably linked to their capacity for learning and success in academic pursuits (Zainullah
et al., 2023). Recent research in positive psychology further supports this integrated view,
demonstrating that student well-being, encompassing aspects beyond mere subjective well-
being such as relationships, purpose, and grit, can modestly predict academic outcomes
like grades and course attendance. However, the intricate interplay between various
dimensions of student well-being, including psychological distress, and their direct
impact on academic engagement and performance, remains a critical area for further
investigation, especially given the high prevalence of mental health challenges in educational
settings (Xu et al., 2023).

2
8
This paradigm shift recognizes that fostering positive psychological traits and robust
emotional health is as vital as cultivating academic competencies for holistic student
development. This approach aligns with the growing recognition that educational institutions
should move beyond merely reacting to student problems and instead proactively foster
strengths, resilience, and happiness to enable students to thrive (Chen et al., 2024).

A student’s happiness, therefore, is not merely an incidental outcome but a significant factor
influencing their engagement and success within the educational system. This perspective is
supported by various theoretical frameworks, including Positive Psychology, Self-
Determination Theory, and Social Cognitive Theory, which collectively emphasize the
importance of psychological well-being for optimal functioning and achievement. These
frameworks collectively suggest that fostering positive subjective experiences, individual
traits, and civic virtues can empower students, ultimately leading to enhanced academic and
emotional outcomes.

The proposed intervention, enriched by concepts such as “daily resilience,” analyzes how
students respond to academic challenges, difficulties, or failures, demonstrating that personal
and interpersonal resources promoting engagement can also shape reactions to obstacles.
Specifically, the Broaden-and-Build theory of positive emotions posits that positive
emotional states, such as happiness, broaden an individual's thought-action repertoire,
fostering creativity, resilience, and enhanced problem-solving abilities within academic
contexts. This expansion of cognitive and behavioral capacities subsequently aids in the
development of durable personal resources, which can be drawn upon to navigate academic
stressors and promote sustained academic achievement. Furthermore, the cultivation of
positive emotions is not merely beneficial for individual students but also contributes to a
more vibrant and supportive learning environment, where students are more likely to engage
in collaborative learning and seek out new intellectual challenges (Wagle & Bhattarai, 2023).

Positive psychology interventions, for instance, have shown promise in enhancing student
engagement and reducing stress by incorporating character strength identification, gratitude

2
9
exercises, and resilience training into university curricular. These interventions not only
contribute to improved mental well-being but also indirectly enhance academic performance
by fostering an environment conducive to learning and cognitive development (Konishi &
Wong, 2018). The intentional integration of well-being strategies, such as those emphasizing
autonomy, competence, and relatedness, further underpins holistic student development,
thereby fostering greater intrinsic motivation and resilience in academic pursuits. These
proactive approaches, encompassing mindfulness, strengths-based learning, and enable
students to cultivate essential life skills alongside academic competencies, thereby fostering a
more comprehensive educational experience (Roorda et al., 2017). This holistic perspective
acknowledges that students who experience positive emotions, life satisfaction, and overall
well-being are more likely to exhibit enhanced cognitive functions, leading to improved
academic engagement and success. Such students often demonstrate higher persistence,
creativity, and problem-solving abilities, which are crucial for sustained academic
involvement and mastery of complex subjects. Specifically, promoting positive thinking skills
has been shown to broaden an individual's action and thinking, leading to increased vitality
and a reduction in depressive symptoms, which are essential for academic flourishing
(Borremans et al., 2024).

The cultivation of positive emotions is intrinsically linked to heightened intrinsic motivation,

fostering a deeper dedication to learning tasks and increasing students' vigor and absorption
in academic activities. This is further supported by evidence suggesting that incorporating
positive psychology courses into university curricula can lead to tangible positive outcomes,
including increased happiness, enhanced life satisfaction, and an improved overall quality of
life (Pastore & Luder, 2021). . Such emotional states are not merely epiphenomenal but are
causally linked to enhanced cognitive functioning and greater academic persistence. Positive
emotions enhance intrinsic motivation, fostering students’ dedication to learning tasks and
increasing their vigor and absorption in academic activities (Roorda et al., 2019).

3
0
31
development of permanent, healthy personal resources that enable students to be more
responsive, imaginative, and versatile in their academic pursuits.. The broadening hypothesis
suggests that positive emotions temporarily expand an individual's attention and thoughts,
thereby enabling access to a wider array of ideas (Koca, 2018). This expanded cognitive
capacity, in turn, allows students to integrate diverse materials, enhance problem-solving
skills, and develop enduring personal resources that contribute to long-term academic
success and overall well-being. This perspective aligns with research indicating that positive
emotions cultivate a sense of engagement in academic tasks, leading to improved learning
outcomes and sustained motivation. Indeed, positive emotions have been shown to directly
enhance academic performance and foster self-regulated learning, which are critical for
academic achievement. This is consistent with findings that happier students are more
engaged in schoolwork, enriching their thought-action repertoire and fostering adaptive
cognitive strategies during learning activities. This theoretical underpinning suggests that
academic engagement, characterized by absorption, dedication, and vigor, acts as a
crucial mediator between positive emotions and favorable academic outcomes
(Emslander et al., 2025). The conservation of resources theory further elaborates on
this, positing that individuals with abundant personal resources, including those cultivated
by positive emotions, are better equipped to navigate stressful academic situations and
maintain sustained goal. Happiness, within the context of positive psychology, is frequently
conceptualized not merely as transient joy but as a multifaceted construct encompassing
various dimensions of well-being, such as life satisfaction, positive effect, and the presence
of meaning and purpose.

This encompasses both cognitive evaluations of one's life circumstances and affective
experiences, where individuals with higher life satisfaction often exhibit improved academic
outcomes. Moreover, the PERMA model of well-being, which includes Positive Emotions,
Engagement, Relationships, Meaning, and Accomplishments, provides a comprehensive
framework for understanding how these elements collectively contribute to a student's

32
33
optimism, hope, resilience, and self-efficacy, on both academic success and student well-
being within this demographic. Additionally, the interplay between adaptive learning
processes, such as learning agility and academic buoyancy, and their influence on mental
health and academic performance among higher secondary students warrants further
investigation. Furthermore, an analysis of existing research will explore the impact of meta
cognitive strategies and self-regulated learning on academic achievement and their
concomitant effects on students' overall happiness and life satisfaction. This will involve
synthesizing findings from educational psychology and positive psychology to create a
comprehensive understanding of factors contributing to academic success and student
well-being (Omodan & Tsotetsi, 2018).

This comprehensive review will also consider the influence of positive education strategies
and frameworks, such as the PERMA model, on academic achievement and overall student
happiness, given their demonstrated efficacy in fostering positive psychological outcomes.
Specifically, the integration of positive psychology interventions within the curriculum has
shown promise in enhancing student well being and academic engagement, addressing
challenges such as scalability and cultural adaptation in diverse educational contexts (Zhou et
al., 2023).
The interventions within academic frameworks to support student well-being without
compromising academic rigor. Furthermore, the long-term efficacy and viability of such
interventions within schools must be carefully considered, ensuring they align with the
unique culture of each institution and are realistic for sustained implementation (Huot et al.,
2024). This will involve a detailed analysis of quantitative and qualitative studies to identify
robust patterns and contextual nuances, thereby contributing to a more refined understanding
of effective strategies for fostering student well-being and academic success. Specifically, it
will examine how various components of student well-being, such as positive emotions and
robust interpersonal relationships, directly contribute to enhanced cognitive function and
sustained academic motivation. Furthermore, this section will investigate how systemic

34
educational policies and pedagogical approaches can either facilitate or impede the
cultivation of a supportive learning environment conducive to both academic achievement
and overall student happiness, considering the lack of consensus on appropriate domains for
investigating student well-being. This includes exploring meta-frameworks like SEARCH,
which systematically reviews educational literature to identify ways to enhance well-being
and academic achievement through existing school-based interventions (Chen et al., 2024).

2.2 STUDIES RELATED TO HAPPINESS

Various studies have highlighted the importance of happiness in the educational and
psychological development of students. Researchers have found that happiness is closely
related to mental health, academic performance, social adjustment and overall well-being.
Happy students generally show better concentration, positive attitude and higher motivation
towards learning.
INTERNATIONAL STUDIES RELATED TO HAPPINESS
1. Martin Seligman
Martin Seligman emphasized that happiness and positive emotions play an important role in
improving students’ learning, motivation and academic success. According to him, happy
students show better participation and achievement in educational activities.
2. Ed Diener
Ed Diener conducted several studies on subjective well-being and found that happiness is
positively related to mental health, social relationships and life satisfaction among students.
3. Sonja Lyubomirsky
Sonja Lyubomirsky reported that happier individuals are more active, confident and
successful in different areas of life, including education. Her studies indicated that happiness
contributes positively to academic performance.
4. Ruut Veenhoven
Ruut Veenhoven found that happiness is associated with better adjustment, emotional
stability and improved quality of life among adolescents and students.

35
5. Daniel Goleman
Daniel Goleman highlighted that emotional well-being and happiness influence students’
behavior, academic achievement and interpersonal relationships positively.
NATIONAL STUDIES RELATED TO HAPPINESS
1. J. P. Sharma
J. P. Sharma found that students with positive emotional well-being and happiness show
better adjustment and academic performance in school activities.
2. R. K. Sharma
R. K. Sharma reported that happiness and mental well-being help students maintain
confidence, motivation and healthy interpersonal relationships.
3. S. K. Mangal
S. K. Mangal emphasized that emotional stability and happiness are important factors
affecting the educational development and personality of adolescents.
4. Asha B. Singh
Asha B. Singh observed that supportive school environment and positive teacher-student
relationships increase the level of happiness among students.
5. N. K. Chadha
N. K. Chadha stated that happy students generally show better social adjustment, self-
confidence and participation in educational activities.

2.3 STUDIES RELATED TO RELATIONSHIP BETWEEN ACADEMIC ACHIEVEMENT AND

HAPPINESS

The intricate relationship between academic achievement and happiness is a subject of

growing interest in educational psychology, reflecting a shift towards understanding students'
holistic development rather than solely focusing on academic metrics. Specifically, studies
increasingly demonstrate that student well-being is a critical, perhaps even prerequisite,
component for sustained academic success in higher education.

36
This perspective underscores the notion that students experiencing higher levels of well-
being are better positioned to engage with their studies, demonstrating improved academic
outcomes and adaptive responses to educational challenges. Conversely, academic
achievement can also contribute to students' happiness by fostering a sense of
accomplishment and competence, thus creating a reciprocal relationship where each factor
positively reinforces the other (Wang et al., 2024). This bidirectional influence suggests that
educational interventions aimed at improving student well-being may concurrently enhance
academic performance, and vice versa. However, this relationship is not always
straightforward, as low-achieving students may still report high levels of well-being, and
high-achieving students do not automatically experience high levels of well-being,
suggesting a complex, non-linear interplay that warrants nuanced investigation. Therefore, an
examination of mediating factors, such as self -efficacy, growth mindset, and social support,
is crucial for unrevealing the complexities of this relationship and identifying targeted
interventions (Sølvik & Glenna, 2021). This nuanced understanding highlights the necessity
of integrated approaches that consider both psychological constructs and environmental
influences to optimize student outcomes. For instance, fostering a sense of autonomy through
elective courses and self-managed projects can significantly enhance student engagement and
positive academic emotions, contributing to both their happiness and academic perseverance.
Additionally, the presence of positive emotions and enjoyment derived from learning
endeavors has been directly linked to increased motivation, improved cognitive functioning,
and enhanced academic achievement (Martinsone et al., 2023).

Such findings highlight the necessity of considering individual differences and contextual
factors when examining the well-being-achievement nexus, emphasizing that a universal
approach may not be effective. Moreover, a deeper exploration into the specific facets of
wellbeing, such as vigor in school activities and positive emotions during academic tasks,
further clarifies its potential to drive academic excellence (Gambone, 2024). This
necessitates a multi-faceted conceptualization of well-being to assess which aspects are

37
particularly crucial for academic achievement, especially as positive education interventions
have increasingly been linked to improved social, emotional, and academic outcomes.
However, despite the acknowledged significance of well-being, increased academic
pressures and digital advancements present new challenges to psychological well-being in
educational environments. Therefore, understanding how these contemporary factors mediate
the relationship between happiness and academic achievement is paramount for developing
effective support systems (Jönsson et al., 2024).

Academic achievement is a multifaceted construct influenced by a diverse array of

individual, social, and environmental factors that extend beyond cognitive abilities. Foremost
among these is student well-being, which encompasses mental health , emotional stability,
and overall psychological resilience, all of which are instrumental in shaping a student's
capacity to learn and perform academically.. Research indicates that psychological well-
being directly predicts adaptive functioning at school, significantly influencing school
engagement and perceived academic performance.. Moreover, students who report higher
levels of happiness often exhibit greater resilience in the face of academic challenges,
demonstrating enhanced problem-solving skills and a more proactive approach to their
studies (Eddy et al., 2024). . Furthermore, fostering resilience and psychological well-being
not only improves academic outcomes but also promotes better behavioral adaptation within
the school environment. Such a comprehensive framework acknowledges that a student’s
overall well-being, encompassing their emotional, social, and psychological states,
profoundly influences their ability to thrive academically (Sankalaite et al., 2023).

The complex interplay between these intrinsic psychological resources and external
educational environments necessitates a systemic approach that integrates well-being skills
into curricula and fosters supportive learning environments. Therefore, understanding the
nuances of cognitive-emotional factors such as emotional intelligence, self-efficacy,
motivation, and resilience is paramount for cultivating psychological well-being and,
consequently, academic success (Xie & Derakhshan, 2021). This emphasis on positive

38
psychology, particularly the focus on strengths like enjoyment, self-efficacy, and optimism,
aligns with the broader aim of encouraging students to improve performance and achieve
objectives by highlighting positive aspects of their lives.

This proactive approach shifts the educational paradigm from merely addressing deficits to
actively building students' strengths and fostering their overall thriving. Indeed, this
comprehensive perspective on well-being, rooted in positive psychology, extends beyond
academic performance to encompass an individual's inner potential, emphasizing self-
transcendence and the cultivation of character strengths to navigate stress and adversity This
understanding underscores the importance of fostering psychological capital, which includes
self-efficacy, resilience, hope, and optimism, as critical components for students to manage
academic challenges and achieve positive outcomes. This section will delve into the
multifaceted determinants of happiness among higher secondary school students, examining
both internal psychological constructs and external environmental influences. Specifically,
we will explore the roles of positive psychological factors such as optimism, hope, resilience,
and gratitude, alongside the impact of social support systems and pedagogical approaches, in
shaping students' subjective well-being (Liu, 2024). The influence of positive psychology,
with its emphasis on promoting positive emotions, resilience, and strengths, is particularly
relevant to understanding the well-being of Gen Z individuals, who are currently navigating
higher secondary education.

This framework acknowledges that educational institutions are increasingly recognizing their
role in fostering holistic development, with a growing emphasis on integrating well-being
programs into the curriculum to promote positive human development. This move towards
holistic education, which integrates principles of positive psychology, seeks to cultivate not
only academic prowess but also life satisfaction and overall psychological flourishing in
students (Kassis et al., 2024). This approach is consistent with the understanding that student
well-being is a multidimensional construct influenced by personal attributes, academic
factors, and institutional context. Such factors often include self-awareness, self-efficacy, and

39
perseverance, which are known to be associated with academic performance, distress levels,
school connectedness, and overall life satisfaction.
A positive personal profile, characterized by strong self-efficacy, can significantly contribute
to better school adjustment by providing a foundation of social skills, adaptability, and
effective coping mechanisms. Moreover, students’ perceptions of school climate and their
engagement in research-based programs, such as those focused on positive psychology, can
further enhance emotional well-being and academic success (Dalimunthe et al., 2024). This
is particularly relevant given the challenges higher education institutions face in addressing
student well-being, where interventions focusing on self-compassion, mindfulness, and
optimism have demonstrated effectiveness. Furthermore, a holistic approach to student well-
being, encompassing aspects of relationships, purpose, and grit, has been shown to
modestly predict academic and behavioral outcomes such as grades and course attendance
(Toan, 2023).
This investigation will also consider how positive psychology interventions can be integrated
into educational frameworks to foster a supportive learning environment, thereby enhancing
both academic achievement and overall happiness. Such interventions, including
mindfulness-based approaches and AI-driven mental health tools, have shown promise in
reducing psychological distress and improving adaptive coping mechanisms, thereby
contributing to students' holistic well-being. This multifaceted approach highlights the
necessity of an integrated, multidimensional strategy that combines psychological training,
institutional support, and digital well-being strategies to promote sustainable well-being
outcomes for students and educators alike.

2.4 RESEARCH GAPS

Despite the increasing body of research, significant gaps remain in understanding the
nuanced interplay between academic achievement, happiness, and the specific developmental
stage of higher secondary school students. One notable limitation in existing studies is the
prevalence of analyses focused on single well-being domains, suggesting a need for more

40
comprehensive meta-analyses that examine general well-being in relation to academic
achievement (Fang, 2022). Furthermore, a significant portion of current research originates
from Western countries, highlighting a geographical imbalance and a need for more diverse
studies, particularly those focusing on populations in Eastern cultures, to provide a more
holistic understanding of these relationships. Additionally, empirical studies with a
longitudinal design are scarce, limiting our understanding of the causal pathways and
developmental trajectories of academic achievement and happiness over time. Moreover,
there is a clear necessity for research that disentangles the mediation role of life satisfaction
between positive emotions and engagement, particularly in how these elements collectively
contribute to academic success.

This emphasizes the call for a more nuanced approach, advocating for research that examines
the relationship between academic performance and students' happiness specifically within
the school context, drawing parallels to studies on workplace happiness. Finally, the scarcity
of research investigating the bidirectional relationship between subjective well-being and
academic achievement, especially concerning the moderating role of gender among older
adolescents, presents a critical area for future inquiry. This gap is further underscored by the
limited empirical research investigating the relationship between well-being and academic
achievement, with existing studies largely employing cross-sectional methodologies that
constrain conclusions regarding causality (Carmona-Halty et al., 2019).

The absence of qualitative studies exploring adolescent flourishing further impedes a

comprehensive understanding of psychosocial and contextual factors influencing well-being
and academic success (Garwood, 2022). These limitations collectively underscore the
imperative for rigorous, contextually sensitive research utilizing mixed-methods approaches
to fully unravel the multifaceted connections between academic outcomes and student well-
being. Therefore, this dissertation will employ a mixed-methods approach to provide a more

41
comprehensive and nuanced understanding of these complex interrelationships, moving beyond the

often ambiguous results reported in prior systematic reviews.

This will involve a sequential explanatory design, integrating quantitative data from surveys
on academic achievement and happiness with qualitative insights from in-depth interviews to
capture the lived experiences of students. Such a design will enable the identification of
potential mediators like academic behavioral engagement and persistent effort, which are
crucial for understanding how happiness orientations translate into academic success. This
approach will also delve into the socio-demographic factors, such as gender and
socioeconomic status, that may moderate the relationship between happiness and academic
achievement, revealing how these variables influence students' academic engagement and
coping mechanisms (Aatik et al., 2024).

This comprehensive methodology will allow for an exploration of potential protective and
promotive factors, such as student well-being, that contribute to academic achievement and
resilience, hypothesizing that higher levels of well-being are linked to greater academic
success (Schwerter et al., 2024). This study is further motivated by the recognized need for
context-specific investigations, especially within the Swedish educational system, where
prior research on this topic is notably absent. This study addresses this lacuna by examining
the complex and often group-dependent interplay between psychological well-being and
academic success among higher secondary school students in this specific context, extending
insights from studies investigating similar relationships in other educational systems .

This research will specifically investigate how different components of psychological well-
being contribute to academic achievement, utilizing structural equation modeling to uncover
complex interdependencies and potentially non-linear relationships. This comprehensive
approach aims to elucidate the mechanisms through which psychological well-being
influences academic trajectories, providing a robust empirical foundation for interventions
designed to foster both student happiness and scholastic attainment. Furthermore, this

42
dissertation will analyze data from two distinct birth cohorts to assess potential differences in
well-being across these groups, while also accounting for cognitive ability, parental education, and

gender as crucial covariates.

The findings from this study will have significant implications for educational policy and
practice, informing the development of targeted interventions that foster student well-being
and academic success in higher secondary education. Indeed, the research highlights that
focusing on student well-being can lead to improved engagement and, subsequently, higher
academic achievement, which is critical for informing policy decisions Moreover, by
examining how students respond to academic difficulties and failures, this study will uncover
the psychological resources and coping strategies that foster resilience and re-engagement.
This deeper understanding can inform the creation of supportive educational environments
that not only address academic deficiencies but also cultivate psychological well-being,
ultimately promoting a more holistic and successful learning experience for students.
This dissertation will therefore extend existing knowledge by exploring how mindfulness,
subjective well-being, and music engagement collectively influence academic performance,
moving beyond the traditional focus on cognitive factors. It will also investigate the interplay
between critical thinking, psychological well-being, and academic performance, aiming to
combine cognitive and socio-affective variables for a more comprehensive understanding of
these dynamics (Greco et al., 2025). This research aims to bridge the current gap in the
literature by adopting a culturally nuanced perspective, particularly by examining these
relationships within a non-Western context, thereby challenging the prevailing Western-
centric educational paradigms.

43
 Title: “Academic Achievement and Happiness
Among Higher Secondary School Students: Exploring
the Relationship”

CHAPTER 3: RESEARCH METHODOLOGY

44
RESEARCH METHODOLOGY

This section outlines the methodological approach employed to investigate the intricate
relationship between academic achievement and happiness among higher secondary school
students. It details the research design, participant selection, data collection instruments, and
analytical procedures used to address the research questions and hypotheses .The rationale
behind selecting a specific methodology will be elaborated, ensuring its alignment with the
study's objectives and the nature of the variables under investigation (Kiuru et al., 2019). The
study will primarily adopt a quantitative research design, leveraging a cross-sectional survey
approach to gather data on academic achievement, various facts of well-being, and other
relevant psychosocial factors from a large sample of higher secondary school students.

An advance planning is needed as it facilitates the smooth sailing of the various research
operations thereby making research as efficient as possible and yielding maximal
information with minimal expenditure of time and resources. A well thought method to be
employed depends upon the nature of the problem under consideration and also on the basis
of kind of data required for its solution.

Research is a careful and detailed study into a specific problem, concern or issue using the
scientific method. It includes plan, procedure and method for the solution of any problem
explained quantitative and qualitative as the two basic approaches which can be used when
dealing with the research problem.

45
Research design is the arrangement of conditions for collection and analysis of data in a
manner that aims to combine relevance to the research purpose with economy in procedure.
Kerlinger defined research design as the plan, structure and a strategy of investigation
conceived so as to obtain answer to research question and control variance (Bloem et
al., 2023).

The purpose of the present study was to look into Academic achievement of the school
students in relation to their happiness, emotional intelligence and academic achievement
motivation. The nature of this investigation led to the use of descriptive research method.
Descriptive studies vary greatly in complexity (Phan et al., 2019). At one extreme, they
constitute nothing more than frequency count of events to the study of local problems
without any significant research purpose.

At the other extreme, they attempt to ascertain significant interrelationship among

phenomena. Such studies are restricted not only to fact findings but very often result in the
formulation of knowledge and solution of significant problems concerning local, state,
national and international issues. Descriptive studies are more than just a collection of data,
they involve measurement, classification, analysis, finding relationship, comparison and
interpretation of the phenomenon.

Because of apparent ease and directions of this method, a researcher can gather information
in terms of individual’s opinions about some issue, by a simple questionnaire. The present
chapter deals with the descriptive research method used in the study, the sample from which
the data was collected and tools were used for the collection of data (Özdemir & Özdemir,
2019).

3.1 METHOD OF RESEARCH

The present study is based on the descriptive survey method of research. This method is
considered appropriate for studying the relationship between academic achievement and
happiness among higher secondary school students. The descriptive survey method helps in

46
collecting relevant data from a large group of respondents and provides an opportunity to
study the existing conditions and relationships among variables in a systematic manner.
Therefore, this method has been selected for the present investigation.

3.2 VARIABLES OF THE STUDY

The present study involved two types of variables namely:

 DEPENDENT VARIABLES: The dependent variable was the condition or

characteristic that occur or reform as the investigator initiates, discard or modify
independent variable. In this investigation, Academic Achievement was taken as the
dependent variable.

 INDEPENDENT VARIABLES: Independent variables were the situations or traits

that the investigator observed or controlled to determine its relationship to observed
phenomena. The independent variables of the study were Happiness was taken as the
independent variables.

MODERATING VARIABLES

1. Gender
2. Grade level ( Higher Secondary )
The selection of specific instruments will be meticulously justified based on their
psychometric properties, cultural applicability, and alignment with the theoretical constructs
of academic achievement and psychological well-being. This approach allows for a
comprehensive understanding of how factors like social support and learning agility
contribute to overall well-being and academic performance. The study will also integrate
established theoretical frameworks, such as Self-Determination Theory and Cognitive Load
Theory, to underpin the investigation into how AI tool adoption might influence academic
buoyancy and psychological well-being among students (Nolan, 2019). The research will

47
employ questionnaires to quantitatively measure key variables such as academic
achievement and various aspects of happiness, while qualitative interviews with teachers will
offer in-depth insights into students' experiences and perspectives, thus providing a holistic
understanding of the research topic Specifically, this mixed-methods approach, combining
quantitative surveys with qualitative interviews, is particularly effective for
comprehensively addressing complex issues in educational research, allowing for broad
generalization from quantitative data alongside nuanced exploration of individual
experiences (Bennett et al., 2023).

The Students happiness Well-being Questionnaire(Self made 5 point likert happiness

scale), comprising 20 items across indicators such as joy in learning and
feeling ,satisfaction, positivity, and the Multidimensional School Climate Questionnaire,
provide a comprehensive measure of student well-being within the school environment. This
comprehensive approach aims to elucidate the complex interplay of various factors
contributing to both academic success and emotional well-being, fostering a deeper
understanding of how these elements mutually influence each other within the educational
landscape (Hu et al., 2024).
3.3 POPULATION OF THE STUDY
The population of the present study consists of all higher secondary school students studying
in Class XI and XII in co-educational schools of Etawah district. The students belonging to
different streams such as Arts, Science and Commerce and studying in government as well as
private schools are included in the population of the study. The population represents
adolescents of higher secondary level whose academic achievement and happiness are
important for educational development and [Link] target population for this study
consists of higher secondary school students studying in Etawah private schools, as this
group provides an appropriate population for examining the relationship between academic
achievement and happiness among adolescents. Specifically, a sample of 400 students aged
15-18 years from private schools in Uttar pradesh Etawah city will be purposively selected to

48
ensure a focused examination of this particular student demographic. This intentional
selection aims to provide in-depth insights into the experiences of adolescents within a
specific educational and urban context.
A stratified random sampling technique was used to select participants, ensuring
representation of students from different classes at the higher secondary level, similar to
procedures adopted in previous educational research studies. A minimum sample size
of 400 participants was deemed necessary (Hu et al., 2025).
3.4 SAMPLE AND SAMPLING TECHNIQUE

The study will utilize a stratified random sampling technique, a method often employed in
educational research to ensure proportional representation of diverse subgroups within the
student population. This approach is particularly valuable for capturing the heterogeneity of
higher secondary school students across different schools or academic streams, thereby
enhancing the external validity of the research findings. This method involves dividing the
population into homogeneous strata based on relevant characteristics, such as school type
(e.g., public vs. private), academic stream (e.g., science, commerce, humanities), or
socioeconomic status, and then randomly selecting participants from each stratum .

This method ensures that each subgroup is adequately represented in the final sample, which
is crucial for drawing accurate conclusions about the broader population. This systematic
approach contrasts with convenience sampling, which, while sometimes necessary for initial
explorations, can introduce bias by over representing easily accessible individuals. By
contrast, stratified random sampling strengthens the statistical inferences and generalizability
of results across the varied educational landscape. This methodological rigor in sampling
design mitigates the risk of sampling bias, a common concern in educational research, and
contributes to the study's overall credibility and scientific merit. This method of selection
allows for a nuanced exploration of the relationships between academic achievement and
happiness by ensuring that the sample accurately reflects the complexity of the student
population...

49
This meticulous stratification process is vital for accurately capturing the diverse facts of
academic achievement and subjective well-being across different demographic and academic
profiles. This meticulous approach to sampling is particularly beneficial for studies aiming to
make comparisons between distinct groups, as it guarantees sufficient representation within
each stratum for meaningful analysis. It allows researchers to obtain effect sizes from
each stratum separately, treating each as a distinct entity for analysis.

In this study, Stratified Random Sampling has been used. In Stratified Random Sampling, the
population is divided into various groups or classes based on certain criteria. In the present
study, the students were divided into various groups based on their gender and academic
level. This ensured that all the important sections of the population were well represented in
the sample (Xue et al., 2024).
The use of Stratified Random Sampling has helped in increasing the accuracy of the research
findings. This is because all sections of the population were well represented in the sample.
This type of sampling reduces the probability of errors in the findings. It has helped in
presenting the diversity that is present among the population of higher secondary school
students. It has also ensured that the sample is not dominated by any particular group.
Once the population was divided into the required classes, the students were selected from
each class by using simple random sampling. This ensured that all the students in each class
were equally likely to be selected for the present study. This type of sampling has helped the
researcher in getting an accurate sample to find the relationship between academic
achievement and happiness among higher secondary school students.
3.5 TOOLS USED FOR DATA COLLECTION
A special selfmade happiness scale was created by the researcher to check how happy higher
secondary school students are. This scale has 20 questions about how students feel how
satisfied they are and how positive they are, about life and [Link] students were then
asked to say how much they agree or disagree with each question. They had five options to
choose from. Likert scale.

50
 Self-Made Happiness Scale for Students
Instructions: Read each statement carefully and put a tick (✓) in the column that best
represents your opinion.
S. Statements Strongly Agree Neutral Disagree Strongly
No. Agree Disagree

1 I generally feel cheerful ☐ ☐ ☐ ☐ ☐

during my daily student
life.

2 I feel satisfied with my ☐ ☐ ☐ ☐ ☐

progress in my studies.

3 I usually maintain a ☐ ☐ ☐ ☐ ☐
positive attitude toward
my academic tasks.

4 I feel hopeful when I ☐ ☐ ☐ ☐ ☐

think about my
academic future.

5 I enjoy participating in ☐ ☐ ☐ ☐ ☐
school or college
activities.

6 I feel happy when I ☐ ☐ ☐ ☐ ☐

complete my academic
work successfully.

7 I feel confident about ☐ ☐ ☐ ☐ ☐

my ability to perform
well in studies.

8 I feel motivated to ☐ ☐ ☐ ☐ ☐
attend my classes
regularly.

9 I feel proud of my ☐ ☐ ☐ ☐ ☐
achievements in school
or college.

10 I feel emotionally ☐ ☐ ☐ ☐ ☐
balanced while
managing my studies.

11 I feel comfortable ☐ ☐ ☐ ☐ ☐
discussing academic

51
 problems with others.

12 I feel relaxed when I ☐ ☐ ☐ ☐ ☐

finish my academic
responsibilities.

13 I feel encouraged when ☐ ☐ ☐ ☐ ☐

I receive good academic
feedback.

14 I believe my efforts in ☐ ☐ ☐ ☐ ☐
studies bring me
satisfaction.
☐ ☐ ☐ ☐ ☐
15 I feel interested in
learning new academic
topics.
☐ ☐ ☐ ☐ ☐
16 I feel that my studies
contribute positively to
my life.
☐ ☐ ☐ ☐ ☐
17 I remain optimistic even
when academic work
becomes difficult. ☐ ☐ ☐ ☐ ☐
18 I feel that my academic
life gives me a sense of
purpose. ☐ ☐ ☐ ☐ ☐

19 I feel happy when I help

classmates with their
studies. ☐ ☐ ☐ ☐ ☐

20 I generally feel positive

about my overall
student life
The present study adopts a quantitative, descriptive, and correlational research design to
examine the relationship between academic achievement and happiness among higher
secondary students. A cross-sectional approach is used in which data are collected from
participants at a single point in time (Mammadov & Avci, 2024).

This design is appropriate for investigating the association between variables in their natural
setting without manipulating any conditions. This study will specifically employ a
descriptive, correlational, and cross-sectional predictive methodological research design,

52
aligning with established practices for assessing such relationships within adolescent
populations (Zhang, 2025). Specifically, this approach facilitates the examination of life
satisfaction and academic performance among students, providing a basis for developing
enhancement plans. The quantitative approach, combined with a correlational research
design, will facilitate precise data collection and rigorous statistical analysis, thereby
enhancing the generalizability of the findings due to the anticipated large sample size
(Bunting, 2020). Moreover, a correlational research design, being a type of descriptive
research, is ideal for identifying existing relationships between two or more variables without
manipulation, such as academic achievement and happiness. The correlational design enables
the researcher to determine the direction and strength of the relationship between academic
achievement and students’ happiness levels. By collecting data simultaneously from a group
of higher secondary students, the study provides a snapshot of their academic performance
and subjective well-being.
This approach is particularly suitable for identifying patterns and relationships among
variables within a defined population. Furthermore, the quantitative method allows for
systematic data collection and statistical analysis, enhancing the reliability and objectivity of
the findings. The design facilitates the examination of multiple variables and supports the use
of statistical techniques to explore the association between academic achievement and
happiness However, correlational designs, by their very nature, cannot establish definitive
causality between variables, nor can they account for potential confounding factors that
might influence observed relationships (Hogekamp et al., 2016).
However, it is important to note that correlational and cross-sectional designs do not
establish causal relationships. While the study can identify associations between the
variables, it cannot determine whether academic achievement influences happiness or vice
versa (Butler et al., 2022). Despite this limitation, the design is appropriate for exploring
relationships and providing preliminary insights that may guide future longitudinal or
experimental research.
RESEARCH PARADIGM

53
Given the objective to quantify relationships between academic achievement and happiness,
this study adopts a post-positivist research paradigm, emphasizing objectivity, measurability,
and the use of statistical methods to test hypotheses. This paradigm aligns with the
quantitative research approach, allowing for the systematic collection and analysis of
numerical data to identify significant correlations between the variables (Burns & Bergen,
2025). The Within this framework, the study examines the relationship between academic
achievement and happiness among higher secondary students through measurable
indicators and statistical analysis. The study follows a quantitative, correlational research
design, which enables the identification and examination of relationships between the
variables without direct manipulation. The cross-sectional nature of the study allows for a
comprehensive overview of these relationships at a specific point in time. While this design
is effective for identifying patterns and correlations within a broad population, it also
requires careful consideration of its limitations in establishing causal relationships. The post-
positivist perspective supports rigorous empirical investigation while acknowledging the
probabilistic nature of knowledge and the possibility of measurement limitations. This
framework therefore provides an appropriate foundation for exploring the relationship
between academic achievement and happiness, enabling systematic hypothesis testing and
statistical interpretation of data (Nazish & Kang, 2024).
To account for potential attrition or incomplete responses, which can occur in studies of this
nature, a target sample size of participants will be sought, allowing for a buffer similar to the
10% dropout rate anticipated in other studies. Efforts were made to include students from
different sections to ensure better representation of the population. This sampling procedure
enabled the researcher to collect sufficient data for analyzing the relationship between the
variables while maintaining the feasibility of data collection within the available time and
resourcesthe risk of sampling bias, a common concern in educational research, and
contributes to the study's overall credibility and scientific merit. This method of selection
allows for a nuanced exploration of the relationships between academic achievement and

54
happiness by ensuring that the sample accurately reflects the complexity of the student
population...
This meticulous stratification process is vital for accurately capturing the diverse facts of
academic achievement and subjective well-being across different demographic and academic
profiles. This meticulous approach to sampling is particularly beneficial for studies aiming
to make comparisons between distinct groups, as it guarantees sufficient representation
within each stratum for meaningful analysis. It allows researchers to obtain effect sizes from
each stratum separately, treating each as a distinct entity for analysis .

3.5 Tools used for Data Collection

The primary instruments for data collection will include self made likert scale questionnaires,
widely recognized for their reliability and validity in assessing psychological constructs and
academic metrics. These questionnaires will be meticulously selected to measure variables
pertaining to happiness and for academic achievement, such as self-reported grades or
objective academic performance indicators, and various dimensions of happiness, including
life satisfaction, positive and negative effect. While academic performance will be assessed
through self-reported grade point averages and, where feasible, official school records. This
mixed-methods approach to data collection ensures a comprehensive understanding of
students' academic success and happiness levels. To further enhance the depth of analysis,
qualitative data will be gathered through semi-structured interviews or focus groups with a
subset of participants, providing rich, nuanced insights into their lived experiences and
perceptions of the interplay between academic pursuits and emotional well-being.

A structured questionnaire, often comprising Likert-scale items and multiple-choice

questions, will be designed to capture quantitative data on these constructs, while open-ended
questions will provide additional qualitative insights.

Data for the study is collected with the help of a self-prepared Likert scale questionnaire
along with students’ academic records. The questionnaire focuses on understanding the level

55
of happiness among higher secondary school students. It contains a number of statements
related to areas such as life satisfaction, positive feelings, and negative feelings. Students
indicate their responses by choosing the option that best reflects their opinion.

Academic achievement is determined from the marks obtained by students in their school
examinations. Wherever possible, these marks are verified from official school records so
that the information remains accurate. Before using the questionnaire for the main study, a
pilot test is conducted with a small group of students. This step helps in identifying whether
the questions are clear and suitable for the target group. The reliability of the questionnaire is
examined through Cronbach's alpha, which indicates the internal consistency of the scale
(Pattiasina et al., 2024).

In addition to the main items, the questionnaire also includes a few basic demographic
questions that provide background information about the participants. The responses are
collected in a systematic manner while maintaining the confidentiality and anonymity of the
students. The information obtained through these tools helps in examining the relationship
between academic achievement and happiness among higher secondary school students.

3.6 Validity and Reliability of Instruments

The reliability of the self-constructed Happiness Scale consisting of 20 statements was

established using the Cronbach's alpha method. The scale was administered to the
sample of higher secondary school students and the obtained reliability coefficient (α =
0.84) indicates a high level of internal consistency among the items. Therefore, the tool
was found to be reliable for measuring the level of happiness among higher secondary
school students. an instrument comprising 20 Likert-scale items with a 5-point response
format will be employed, demonstrating a robust Cronbach's alpha of .90 and a two-halves
reliability of .83. These high reliability coefficients across multiple measures underscore the
methodological rigor applied to instrument selection, ensuring that the data collected will
accurately reflect the constructs under investigation. This comprehensive approach to

56
instrument validation and reliability assessment will ensure that the subsequent analyses
accurately reflect the complex interplay between academic achievement and happiness
among higher secondary school students. This meticulous attention to psychometric
soundness ensures that the study’s findings (Chamizo-Nieto et al., 2021).

PILOT STUDY

A pilot study will be conducted to refine the research instruments and procedures prior to the
main data collection, thereby minimizing potential biases and maximizing data quality. This
preliminary investigation will involve a small, representative sample of higher secondary
school students, allowing for the identification of any ambiguities in questionnaire items or
logistical challenges in the data collection process.

The pilot study will also enable an assessment of the instruments' psychometric properties,
including preliminary reliability estimates such as Cronbach's alpha, to ensure their
suitability for the main study. Feedback from pilot participants will be instrumental in
making necessary adjustments to the wording, format, and instructions of the questionnaires,
thereby enhancing their clarity and relevance for the target population (Wang & Jin, 2025).
This iterative refinement process, incorporating expert reviews and cognitive interviews
during item development, aims to optimize the instruments for accurately capturing the
complex interplay between academic achievement and happiness. Further exploration of the
instruments' psychometric properties will include confirmatory factor analyses to establish
factorial validity, thereby strengthening the structural integrity of the constructs being
measured.

This stage is crucial for ensuring that the final survey instrument is robust and adequately
calibrated with the study's objectives. The pilot study will also include an evaluation of the
construct validity and reliability of the instruments through methods like factor analysis,

57
internal consistency, and convergent and divergent validity. The outcomes of this pilot phase
will directly inform the final design of the main study, ensuring that all instruments and
procedures are optimally aligned with the research objectives and participant characteristics.
Specifically, the pilot study will assess the questionnaire's performance and refine any
necessary modifications before proceeding with the main study.
This preliminary phase is vital for ensuring the research instrument's quality in terms of both
validity and reliability. The internal consistency of the chosen items in the pilot study will be
rigorously checked, with an expectation for Cronbach's alpha values to meet or exceed the
commonly accepted threshold of 0.7 (Chamizo-Nieto et al., 2021)..

3.7 DATA COLLECTION PROCEDURE

Such rigorous pre-testing ensures that the research process and instruments are robust and
that any modifications implemented are suited to the broader study context, mirroring
approaches taken in studies that achieved Alpha values ranging from 0.713 to 0.929, thereby
demonstrating satisfactory to high internal consistency across various constructs. This
meticulous calibration of instruments prior to full-scale deployment is essential for
guaranteeing the integrity and interpretability of the data subsequently collected. The actual
data collection will then involve the administration of these refined questionnaires to a larger,
representative sample of higher secondary school students, following strict ethical guidelines
and informed consent protocols. Prior to data collection, all participants will be fully
informed about the study's objectives, their right to withdraw at any time, and the
confidentiality of their responses, consistent with ethical research practices. Participation will
be entirely voluntary, and anonymity will be strictly maintained through the use of de-
identified data.
The process will involve securing necessary approvals from school authorities and parental
consent for minor participants, ensuring compliance with all relevant institutional and
national guidelines for research involving human subjects. Data will be collected through
self-report questionnaires administered in a standardized setting to minimize extraneous

58
variables and ensure consistency across all participants. The administration will occur in a
controlled environment, such as a classroom setting, to facilitate focused responses and
address any immediate queries from participants.
This methodical approach ensures uniform conditions for all respondents, thereby enhancing
the reliability and comparability of the collected data. The survey questionnaire, once
finalized, will be submitted for ethical approval to the university's ethics board before full
data collection begins, ensuring all ethical considerations are rigorously addressed. This
ethical clearance will encompass careful review o f informed consent procedures, risk
assessment, and data protection measures, all designed to safeguard participant well-being
and privacy.

This formal approval, obtained from institutional review boards, signifies adherence to
established ethical protocols and academic standards. The questionnaire will include Likert-
scale items designed to capture nuanced responses regarding academic achievement and
happiness. Students will be assured of complete confidentiality and anonymity to encourage
honest and candid responses. All participants will be informed of their right to withdraw
from the study at any point without consequence, and their personal data will be processed in
accordance with data protection regulations.
3.8 DATA ANALYSIS STATISTICAL TECHNIQUES USED
The data collected for the present study will be analyzed by using suitable statistical
techniques. Descriptive as well as inferential statistics will be used for the analysis and
interpretation of data. Mean and Standard Deviation will be calculated to study the level of
academic achievement and happiness among higher secondary school students. Pearson’s
Product Moment Coefficient of Correlation will be used to determine the relationship
between academic achievement and happiness. The obtained data will be tabulated, classified
and interpreted systematically in order to draw meaningful conclusions from the study.
The data collected for the present study will be analyzed by using suitable statistical
techniques. Both descriptive and inferential statistics will be used for analysis and

59
interpretation of the data. Mean and Standard Deviation will be calculated to study the level
of academic achievement and happiness among higher secondary school students.
To find out the relationship between academic achievement and happiness, Pearson’s
Product Moment Coefficient of Correlation will be used.
Mean Formula:
X̄ = ΣX / N
Standard Deviation Formula:
SD = √[Σ(X − X̄ )² / N]
Pearson’s Coefficient of Correlation Formula:
r = [NΣXY − (ΣX)(ΣY)] / √{[NΣX² − (ΣX)²][NΣY² − (ΣY)²]}
t-test Formula:
t = (M₁ − M₂) / √[(SD₁² / N₁) + (SD₂² / N₂)]
Where comparison between groups is required, t-test will also be used.
The obtained data will be classified, tabulated and interpreted systematically in order to draw
meaningful conclusions from the study.

60
 Title: “Academic Achievement and Happiness
Among Higher Secondary School Students: Exploring
the Relationship”

Chapter 4: ANALYSIS AND INTERPRETATION OF

DATA

61
The ethical framework guiding this research prioritizes the welfare, rights, and dignity of all
participants, particularly given their status as higher secondary school students. Accordingly,
strict adherence to institutional and national ethical guidelines will be maintained throughout
the research process, ensuring informed consent, anonymity, and confidentiality.

Prior to commencing data collection, comprehensive ethical approval will be sought from the
relevant institutional review boards, such as the College of Teacher Education, ensuring that
all aspects of the study align with stringent ethical standards.

This approval process involves a meticulous review of the research protocol, informed
consent forms, data handling procedures, and measures to protect participant privacy and
well-being. Furthermore, participants will be explicitly informed of their right to decline
participation or withdraw at any stage without repercussions, and their identities will be
protected through anonymization procedures. Written informed consent will be obtained
from all participants and their legal guardians, facilitated through their respective schools.
This practice aligns with studies where informed consent is rigorously obtained from legal
guardians, especially when dealing with minors, and ethical review boards grant approval,
ensuring data collection adheres to privacy protection laws.

All data collected will be anonymized to prevent identification of individual participants, and
stored securely in compliance with data protection regulations. The study has received
approval from the Academic Committee of the School, ensuring adherence to ethical
guidelines for psychological research. The student will ensure that no harm comes to the
Senior High School Students, and all participants will be informed of their rights,
including the freedom to withdraw at any point.

62
The ethical approval process included a thorough review of the data collection procedures
and the informed consent process, while also obtaining approval from ethics committees for
non-biomedical experimentation.

4.1 ANALYSIS OF DATA

Analysis of data is an important step in research which involves the organization,

classification, tabulation and interpretation of the collected data. In the present study, the
collected data will be analyzed with the help of appropriate statistical techniques in order to
obtain meaningful results and conclusions.

The data will be arranged systematically and analyzed by using descriptive and inferential
statistics. Mean and Standard Deviation will be used to study the level of academic
achievement and happiness among higher secondary school students. Pearson’s Product
Moment Coefficient of Correlation will be applied to determine the relationship between
academic achievement and happiness. Wherever necessary, t-test will also be used to
compare the mean scores of different groups of students.

The analyzed data will be presented in the form of tables and interpreted carefully to achieve
the objectives of the study.

Statistical Technique Purpose

Mean To find average score

Standard Deviation To measure variability

Pearson’s Correlation To find relationship between variables

t-test To compare mean scores of groups

4.2 TESTING OF HYPOTHESIS

Hypothesis testing is an essential part of research which helps the researcher to examine
whether the assumptions made for the study are true or not. In the present study, the

63
hypotheses related to academic achievement and happiness among higher secondary school
students will be tested on the basis of the collected data. The testing of hypotheses will
provide a scientific basis for drawing conclusions regarding the relationship between the
selected variables.

For the present investigation, null hypotheses will be formulated and tested by using
appropriate statistical techniques. Pearson’s Product Moment Coefficient of Correlation will
be applied to determine the relationship between academic achievement and happiness
among higher secondary school students. This statistical technique will help in identifying
whether a positive, negative or no significant relationship exists between the two variables.

Wherever comparison between different groups of students becomes necessary, t-test will
also be used to compare their mean scores. The obtained results will be interpreted carefully
at an appropriate level of significance. On the basis of statistical analysis, the hypotheses will
either be accepted or rejected.

Thus, the testing of hypotheses will help the researcher in reaching valid, reliable and
meaningful conclusions regarding academic achievement and happiness among higher
secondary school students.

4.3 RESULTS AND DISCUSSION

This section will present a comprehensive analysis of the empirical findings derived from the
collected data, followed by an in-depth discussion that contextualizes these results within
existing literature on academic achievement and happiness.

The discussion will critically evaluate the relationships observed between academic
performance and various dimensions of happiness, considering potential mediating and
moderating factors identified in previous research. The results will be presented using a
combination of descriptive statistics, inferential analyses, and, where appropriate, qualitative
interpretations to provide a holistic understanding of the intricate interplay between academic
success and student well-being. Emphasis will be placed on identifying significant

64
correlations and discrepancies, thereby contributing to a nuanced understanding of how these
constructs manifest within the higher secondary school student population. Specifically, this
section will detail the collaborative process between schools and families, the reliability of
the instruments used, and the ethical considerations that guided the study.

The internal consistency reliability of the instruments utilized in this study was confirmed to
be acceptable, thereby supporting their applicability within the sampled population.
Subsequently, the analysis will delve into detailed statistical outcomes, meticulously
examining the associations between academic metrics and happiness indicators.

The interpretation will help in understanding the relationship between academic achievement
and happiness among higher secondary school students.

The obtained values of Mean, Standard Deviation, Pearson’s Product Moment Coefficient of
Correlation and t-test will be analyzed and interpreted systematically. The interpretation of
results will indicate whether there exists any significant relationship between academic
achievement and happiness among higher secondary school students.

The findings of the study will also help in understanding the effect of happiness on students’
academic performance and overall educational development. On the basis of interpretation,
meaningful conclusions and educational implications will be drawn.
The interpretation will delve into the statistical significance of observed correlations and
regression coefficients, ensuring that conclusions drawn are supported by empirical evidence.
This will include a detailed discussion of effect sizes and confidence intervals to provide a
comprehensive understanding of the practical implications of the findings.

The discussion will also address any unexpected findings or anomalies, offering potential
explanations and considering their implications for future research. Furthermore, the
interpretation will consider how these findings align with or diverge from existing theories of
subjective well-being and academic success, providing a nuanced perspective on the
interplay between emotional states and cognitive performance in educational settings. This

65
will involve a critical evaluation of the mechanisms through which happiness may influence
academic outcomes, such as through enhanced motivation, resilience, or cognitive function,
as well as how academic success might reciprocally contribute to students' overall well-
being. The mediation roles of factors like life satisfaction and positive emotions will also be
explored to understand the pathways through which happiness impacts academic
engagement. Moreover, learner enjoyment, characterized by positive emotions and pleasure
from learning, has been shown to correlate positively with academic achievement and
motivation, suggesting that fostering such enjoyment can significantly enhance students'
educational accomplishments. Therefore, fostering a positive emotional environment within
educational institutions can be a proactive strategy for improving not only student well-being
but also their academic performance. Furthermore, empirical evidence suggests that positive
emotions directly influence both academic engagement and life satisfaction, with life
satisfaction acting as a significant mediator in the relationship between positive emotions and
academic engagement. This comprehensive understanding underscores the necessity of
integrating emotional well-being initiatives into educational frameworks to holistically
support student development and academic success. Such initiatives could include curricular
integrations that promote emotional intelligence, extracurricular activities designed to foster
positive emotional experiences, and teacher training programs focused on creating supportive
and emotionally enriching classroom environments

DESCRIPTIVE STATISTICS OF VARIABLES

This will include measures of central tendency, dispersion, and frequency distributions for all
key variables, offering an initial overview of the dataset. This initial statistical exploration
will lay the groundwork for subsequent inferential analyses, allowing for preliminary
observations regarding the distribution and characteristics of academic achievement and
happiness scores among the participants. For instance, only 7% of students reported high
levels of happiness, which is a notable finding that warrants further investigation. Further
analysis will involve exploring the distribution of happiness levels across different

66
demographic groups to identify any significant variations. For example, previous research
indicates that average school happiness scores can range with a standard deviation,
highlighting the variability in student well-being.

The mean scores for various happiness dimensions, such as those reported in the Oxford
Happiness Questionnaire-Short Form or other multidimensional well-being scales, will be
presented to characterize the general levels of subjective well-being within the student
cohort. These descriptive statistics will also encompass academic achievement metrics, such
as grade point averages or standardized test scores, providing a foundational understanding
of the students' academic standing. The age of participants will also be detailed, typically
ranging from 17 to 22 years, with specific means and standard deviations provided to
characterize the sample's demographic profile.

Such demographic details, along with other descriptive statistics, are crucial for
contextualizing the subsequent inferential analyses and ensuring that any observed
relationships between academic achievement and happiness are interpreted within the
specific characteristics of the study population.

This comprehensive descriptive overview will include tables summarizing key statistical
measures, such as those used to detail vocational interests, personality traits, and digital
literacy skills, providing a clear numerical representation of the dataset.

The descriptive statistics will be further disaggregated by relevant demographic variables,

such as gender and academic year, to identify potential subgroup differences, as has been
similarly done in studies comparing male and female students' Grade Point Averages. These
disaggregations are critical for uncovering nuanced associations between academic
achievement and happiness, as socio-demographic factors like gender can significantly
influence psychological and subjective well-being outcomes in academic settings.

67
 Title: “Academic Achievement and Happiness
Among Higher Secondary School Students: Exploring
the Relationship”
CHAPTER 5: SUMMARY, FINDINGS ,CONCLUSIONS, AND
RECOMMENDATIONS

68
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

The present study was conducted to examine the relationship between academic achievement
and happiness among higher secondary school students. The main objective of the study was
to understand whether students who feel happier in their daily life and school environment
perform better in their academic activities.
For this purpose, data were collected from higher secondary school students using a
happiness scale prepared by the researcher. The responses of the students were analyzed to
understand the level of happiness and its connection with their academic performance. The
study focused on the idea that emotional well-being is an important factor in the educational
development of students.
The results of the study indicate that happiness plays an important role in students’ academic
life. Students who feel happy, confident, and emotionally supported tend to show better
interest in their studies. They are more motivated to learn and participate actively in
classroom activities. Ultimately, the recommendations will advocate for a paradigm shift in
educational approaches, moving towards a more integrated model where psychological well-
being is considered as foundational to academic success as traditional cognitive skills. The
study also highlights the importance of the school environment. A positive and friendly
classroom atmosphere helps students feel comfortable and encourages them to express their
ideas and opinions. When teachers support and guide students in a caring manner, it
improves students’ confidence and motivation to achieve better academic results. These
recommendations emphasize the development of curricula based on happiness theory,
focusing on improving students' hope and overall well-being, which has been shown to be
closely related to academic self-efficacy and life satisfaction.

69
This aligns with findings suggesting that fostering happiness can predict increased optimism
and life satisfaction, thereby influencing academic outcomes. Such approaches are crucial for
developing skills in students that not only improve academic performance but also enhance
general well-being in educational settings. Therefore, educational institutions are encouraged
to design targeted interventions that not only focus on academic rigor but also prioritize the
cultivation of psychological well-being, including resilience, self-efficacy, and a sense of
purpose.
This multi-faceted approach, grounded in positive psychology theories, aims to support
students' overall well-being alongside their academic pursuits, ultimately enhancing positive
affective responses and reducing mental health challenges. Such comprehensive strategies,
including mindfulness training and character strengths identification, have been
demonstrated to significantly increase student engagement and decrease stress, thereby
fostering a more conducive learning environment. These initiatives, by emphasizing holistic
development, aim to create a virtuous cycle where enhanced well-being directly contributes
to improved academic outcomes and greater life satisfaction. By integrating happiness theory
and the PERMA model, educational programs can actively promote students' hope,
engagement, and positive relationships, leading to enhanced academic performance and
overall well-being.

This comprehensive approach extends beyond traditional academic metrics, embracing a

broader perspective where mental health and emotional intelligence are recognized as pivotal
to a student's holistic development and sustained success. Furthermore, the integration of
well-being metrics into assessment systems and the provision of ongoing faculty
development can ensure that these holistic approaches are effectively implemented and
sustained within educational institution. This will necessitate a re-evaluation of current
educational policies to incorporate well-being as a core component of curriculum design and
institutional culture. This proactive approach, emphasizing strengths and resilience rather
than merely addressing pathology, shifts the educational focus from "what's wrong" to "what

70
makes students thrive". Educational institutions should strategically integrate positive
psychology into their programs to develop and maintain optimal student functioning,
fostering a positive educational climate. Such frameworks, including the PERMA model and
self-determination theory, offer a conceptual lens through which to understand and enhance
student well-being within university settings. This paradigm shift is crucial for
acknowledging that student well-being is a multifaceted construct shaped by personal
attributes, academic factors, and the broader institutional context. Therefore, fostering
autonomy, competence, and relatedness through targeted interventions can significantly
enhance student engagement and intrinsic motivation. This holistic consideration of well-
being, encompassing positive psychological frameworks, is increasingly recognized as a
crucial factor for both academic success and personal development among higher education
students.

The PERMA framework, specifically, has been empirically validated in university settings,
with its five constituents consistently emerging as key factors in student well-being. This
robust framework provides a comprehensive approach to understanding and promoting
student well-being, moving beyond traditional measures of subjective well-being to
encompass a broader range of psychological flourishing. Furthermore, the integration of such
positive psychology frameworks into institutional policies and educational practices is
essential for cultivating supportive, well-being-centered learning environments. Studies have
demonstrated that PERMA-based programs, including online initiatives and structured
intervention sessions, lead to significant improvements in student mental well-being and
overall robustness. Moreover, these findings underscore the importance of incorporating both
hedonic and eudaimonic aspects of well-being, as championed by the PERMA model, to
provide a comprehensive measure of student flourishing.

71
5.1 SUMMARY OF THE STUDY

The major findings of the study are presented below:

The study found that there is a positive relationship between happiness and academic
achievement among higher secondary school students who reported higher levels of
happiness also showed better academic performance.

A supportive and positive school environment contributes significantly to students’

happiness. Teacher support and encouragement help students develop confidence and
motivation in their studies.

Students who feel satisfied and comfortable in school tend to participate more actively in
learning activities. Emotional well-being helps students cope with academic stress and
pressure. Happiness encourages students to maintain a positive attitude toward their
academic responsibilities. The study indicates that students’ emotional state plays an
important role in their overall academic development.
5

5.2 MAJOR FINDINGS

This section will present a concise overview of the principal outcomes derived from the
empirical investigation, detailing the observed correlations and relationships between
academic achievement and happiness among higher secondary school students. This will
include a detailed account of the statistical significance of these relationships, identifying
both direct and indirect influences, and noting any contextual variables that may moderate
these associations.

The study revealed that there is a positive relationship between academic achievement and
happiness among higher secondary school students. It was observed that students who
reported higher levels of happiness tended to perform better in their academic work. The
findings indicate that a positive and supportive school environment contributes significantly
to students’ happiness and academic engagement.

72
Teacher support and encouragement were found to play an important role in improving
students’ confidence, motivation, and overall learning experience.

Students who feel satisfied and comfortable in their school environment are more likely to
participate actively in classroom activities and show greater interest in their studies.
Emotional well-being helps students manage academic stress and maintain a balanced
approach toward their studies. The study also indicates that students who experience positive
emotions such as hope, optimism, and confidence are better able to handle academic
challenges (Chen et al., 2024)..

Overall, the findings suggest that academic achievement and happiness are interconnected
and both influence the overall development of students. This approach would allow for a
clearer elucidation of how specific interventions or educational environments foster sustained
improvements in both happiness and academic outcomes, differentiating between transient
correlations and causal pathways. Such studies could also help disentangle the influence of
extraneous variables, like family structure, which have been noted to affect generalizability
in prior research. Future research should also consider expanding the sample size to include
diverse backgrounds and contexts to enhance the generalizability of findings, while also
exploring other mediating factors such as school environment, teacher methodology, and
personality traits. Additionally, future research should also look at exploring the dynamic
nature of these relationships by studying changes in life satisfaction domains and their
correlations with fluctuations in academic performance over an extended period.
Furthermore, incorporating a broader methodological spectrum, including qualitative
approaches, would offer richer insights into the lived experiences of students and the
nuanced interplay of factors influencing their happiness and academic success. Moreover, the
intensity and frequency of positive and negative emotions, alongside an evaluation of
specific circumstances such as family, friends, and social relationships, should be considered
to enhance the explanatory power of well-being models.

73
This study will, therefore, extend this line of inquiry to higher secondary school students,
analyzing whether similar pathways involving learning agility, self-efficacy, and academic
buoyancy are present in this younger cohort. By exploring these constructs, the research aims
to provide a comprehensive, cross-cultural perspective on these relationships, particularly
examining academic buoyancy's mediating role between learning agility, self-efficacy, and
overall student mental health. The thematic analysis of qualitative data will further enrich the
discussion by providing deeper insights into the lived experiences of students,
contextualizing the quantitative findings with nuanced perspectives on adaptive learning
strategies and resilience in overcoming academic stressors.

This will involve a detailed discussion of how these variables might moderate the
relationship between academic achievement and happiness, thus providing a more granular
understanding of the dynamics at play. The framework of Academic Demands-Resources
offers a salient theoretical lens through which to observe the interplay of these variables,
particularly how adaptability and buoyancy function as personal resources that may protect
against emotional exhaustion and foster positive academic outcomes among high school
students. This perspective aligns with research suggesting that adaptability and buoyancy are
crucial personal attributes influencing students’ adaptive responses in academic settings,
impacting their emotional exhaustion and positive effect, which in turn are linked to
academic achievement. This dissertation will therefore specifically investigate the roles of
learning agility, self-efficacy, and resilience as integral pathways to mental health among
higher secondary school students, considering how these factors collectively contribute to
their psychological well-being and academic success. Such an investigation aims to highlight
the specific mechanisms through which these attributes foster a robust mental state
conducive to optimal learning and achievement. This focus aligns with the understanding
that students with high learning agility are better equipped to engage with new technologies
and interdisciplinary material, thereby enhancing their academic performance and overall
well-being. Moreover, the capacity for adaptive adjustment to environmental demands, even
in the presence of challenging social or personal conditions, is a hallmark of resilient

74
students, underscoring the importance of emotional regulation in cultivating such resilience.
This suggests that interventions aimed at enhancing emotional regulation and adaptive
coping mechanisms could significantly bolster students' ability to thrive academically and
maintain psychological well-being amidst scholastic pressures. The conceptualization of
psychological well-being, encompassing autonomy, environmental mastery, personal growth,
positive relations, purpose in life, and self-acceptance, is central to this exploration
Furthermore, the study will analyze how these psychological attributes contribute to a
complex and group-dependent interplay between psychological well-being and academic
success.

5.2 Discussion of Findings in Relation to Literature

This section will interpret the quantitative and qualitative results within the broader context
of existing psychological and educational literature, highlighting convergences, divergences,
and novel insights. This will involve a critical examination of how the current findings
contribute to the understanding of the complex relationship between academic achievement
and happiness, especially among higher secondary school students.

The discussion will critically engage with theoretical frameworks, such as those positing the
mediating role of life satisfaction between positive emotions and engagement, to explain
observed patterns and discrepancies. It will also compare the outcomes with findings from
studies on academic well-being, resilience, motivation, and self-regulated learning,
particularly those conducted in diverse educational settings. For instance, comparisons will
be drawn with research that found a strong positive correlation between psychological well-
being and academic achievement, as well as those identifying gender differences in these
constructs among postgraduate students.

The implications of the findings for educational interventions aimed at fostering both
academic success and student well-being will be thoroughly explored, considering that
tailored interventions can significantly enhance students' mental health and learning.

75
Specifically, positive psychological characteristics such as self-efficacy, motivation, and
resilience have been shown to mediate the relationship between emotional intelligence and
both psychological well-being and
IMPLICATIONS OF FINDINGS

The findings of the present study highlight that happiness plays an important role in the
academic life of higher secondary school students. When students feel happy, satisfied, and
emotionally secure, they are more likely to show interest in their studies and perform better
academically. Therefore, it becomes important for schools to create a learning environment
that supports both the academic and emotional needs of [Link] of the important
implications of the study is related to the role of teachers. Teachers are not only responsible
for delivering subject knowledge but also for creating a supportive and encouraging
classroom atmosphere. When teachers communicate with students in a friendly and
understanding manner, students feel more comfortable and confident. This positive
relationship between teachers and students can improve both happiness and academic
achievement. The study also suggests that educational institutions should pay attention to the
emotional well-being of students. At the higher secondary level, students often face academic
pressure, expectations from parents, and stress related to examinations and future career
choices. If proper support is not provided, these pressures may affect their happiness and
learning ability. Therefore, schools should provide guidance and counseling services to help
students manage stress and maintain a healthy balance between studies and personal
[Link] important implication of the study is the need to promote co-curricular activities
in schools. Activities such as sports, cultural programs, debates, and group activities play a
significant role in improving students’ happiness. These activities allow students to express
their talents, build confidence, and develop social relationships with their peers. When
students participate in such activities, they feel more relaxed and motivated, which ultimately
supports their academic [Link] findings also highlight the role of parents in the
happiness and academic success of students. A supportive and understanding home
environment can greatly influence students’ emotional well-being. Parents should encourage

76
their children, appreciate their efforts, and avoid putting unnecessary pressure on them
regarding academic performance. When students feel supported by their parents, they
develop a positive attitude towards learning and become more confident in achieving their
[Link] study further implies that educational policies and school programs should
consider the importance of students’ happiness and well-being. Education should not only
focus on examination results but also on the overall development of students. Schools should
design programs and activities that help students develop emotional strength, social skills,
and a positive outlook towards life.

Finally, the study suggests that maintaining a balance between academic achievement and
happiness is essential for the holistic development of students. When students experience
both academic success and emotional satisfaction, they are more likely to develop a positive
personality and become responsible individuals in society. Therefore, educators, parents, and
policymakers should work together to ensure that the educational environment supports both
learning and well-being.

RECOMMENDATIONS FOR PRACTICE

The results of this study suggest that both academic achievement and happiness are closely
connected in the lives of higher secondary school students. Therefore, it is important for
schools and teachers to pay attention not only to students’ academic performance but also to
their emotional well-being. One important recommendation is that schools should try to
develop a positive and supportive learning environment. When students feel comfortable and
respected in their classrooms, they are more willing to participate in learning activities. A
friendly atmosphere in school can help students feel happier and more confident in their
abilities. Teachers also play a very important role in improving students’ happiness and
motivation. Teachers should encourage students, listen to their problems, and guide them in a
supportive manner. When students receive appreciation and understanding from their
teachers, it helps them develop confidence and interest in their studies. Another important
step is to provide proper guidance and counselling facilities in schools. Students at the higher

77
secondary level often face academic stress, pressure from examinations, and concerns about
their future careers. Counselling services can help students deal with these challenges and
maintain a healthy emotional balance. Schools should also give importance to co-curricular
activities such as sports, cultural programs, debates, and other creative activities. These
activities allow students to express themselves, develop social skills, and reduce academic
stress. Participation in such activities can improve students’ overall happiness and make
school life more enjoyable. Parents also have an important role in supporting their children’s
education.
5.3 SUGGESTIONS FOR FURTHER RESEARCH
Future studies can further explore the long-term effects of different well-being programs on
students’ academic progress and the development of their psychological strengths.
Researchers can use longitudinal studies, which follow students over several years, to better
understand how their academic performance and personal development change over time. In
addition, future research can examine the role of mindfulness practices and technology-based
tools in improving students’ psychological well-being and reducing stress in educational
settings. Researchers may also conduct cross-cultural studies to understand how different
educational systems and cultural backgrounds influence the relationship between academic
achievement and happiness. Such studies can provide broader insights into student well-
being at the global level. Longitudinal research designs can also help researchers understand
the cause-and-effect relationship between happiness and academic achievement, rather than
only identifying a connection between them. This can help develop more effective strategies
to support students’ learning and [Link] studies should also include a larger
number of participants so that a wider range of student experiences can be understood . A
larger sample size can provide deeper insights into issues such as academic stress and help in
developing better intervention strategies.

78
Further research can explore how the fulfillment of students’ basic psychological needs in
school contributes to the development of hope, confidence, resilience, and optimism. These
qualities may play an important role in improving students’ academic performance.

In addition, future studies should adopt a broader view of well-being by recognizing that
many different factors contribute to students’ overall happiness and development. Finally,
future research should also examine the influence of contextual factors such as the home
environment, teaching methods, and peer relationships on academic burnout and student
well-being. Researchers can also explore how positive and negative emotions, as well as
students’ family and social relationships, affect their overall well-being.

5.4 CONCLUSION

The concluding remarks synthesize the primary outcomes of the investigation, drawing
definitive inferences regarding the hypothesized relationships between academic
achievement and happiness.

This section consolidates the empirical evidence to provide a holistic understanding of how
these two constructs interact within the higher secondary school student population. The
findings underscore the intricate and often bidirectional influence that academic success and
emotional well-being exert upon each other, emphasizing the need for comprehensive
educational strategies that address both cognitive and affective domains. This includes
acknowledging that while relational and behavioral dimensions, alongside dispositional
justice, significantly predict student happiness, purely academic indicators like grades and
achievement scores often show limited direct influence on overall well-being.
Conversely, students who report feeling happy at school tend to perform better academically,
although this relationship can vary by subject and grade level.
Moreover, the study reveals that subjective well-being directly and indirectly influences
academic performance. The study concludes that happiness and academic achievement are
closely related in the lives of higher secondary school students. Students who experience

79
positive emotions and satisfaction in their school life are more likely to perform better in
their academic work. The findings of the study suggest that happiness is not only an outcome
of academic success but also an important factor that can influence students’ learning and
performance. When students feel happy and emotionally secure, they become more
confident, motivated, and engaged in their studies. The study also emphasizes the importance
of support from teachers, parents, and the school environment. When students receive
encouragement and understanding from their teachers and family members, they feel more
confident in facing academic challenges. In conclusion, the study highlights the need for a
balanced approach to education where equal importance is given to both academic success
and students’ emotional well-being. Schools should therefore focus on creating a positive
and supportive learning environment that promotes both happiness and academic
achievement among students.
This multidimensional approach acknowledges that societal well-being is a shared objective,
with students' hopes and dreams for the future often centre on happiness and health,
alongside academic success. The study further reveals that psychological well-being is not
merely an outcome of academic success but also a crucial predictor of positive educational
experiences and outcomes, influencing students' overall satisfaction and adjustment within
the learning environment. Specifically, academic self-efficacy, characterized by a student's
belief in their capacity to succeed in academic tasks, significantly influences their
motivation, engagement, and ultimately their psychological well-being. This suggests that
fostering academic self-efficacy is a vital pathway to promoting student happiness and
mental health, underscoring its role as a key mechanism in the relationship between
growth mindset and overall psychological well-being. Moreover, grit, defined as
perseverance and passion for long-term goals, and teacher support further predict
psychological well-being, highlighting the synergistic effects of internal student attributes
and external environmental factors.

80
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