The Effect of Perceived Academic Performance on Positive Emotions, Engagement, Relationships, Meaning, and Accomplishment (PERMA) Among College Students in Metro Manila

Ella Janine P. Cruz; Corinthian R. Buban; Meivin Anne F. Cabullos; Isabella C. Menegon; Marydawn R. Torreliza; Adrian M. Amistad

Ella Janine P. Cruz Psychology Department, Trinity University of Asia, Philippines
Corinthian R. Buban Psychology Department, Trinity University of Asia, Philippines
Meivin Anne F. Cabullos Psychology Department, Trinity University of Asia, Philippines
Isabella C. Menegon Psychology Department, Trinity University of Asia, Philippines
Marydawn R. Torreliza Psychology Department, Trinity University of Asia, Philippines
Adrian M. Amistad Psychology Department, Trinity University of Asia, Philippines

Keywords: academic performance, college students, perceived academic performance, PERMA, well-being

Abstract

A student’s well-being is linked to their academic self-perception which is crucial for a flourishing life. Perceived Academic Performance refers to a student's self-assessment of their educational standing. The study involved 415 respondents from colleges and universities in Metro Manila, Philippines using the Perceived Academic Performance Scale and the PERMA Profiler to analyze correlations and regressions. The study found a significantly low positive relationship between Perceived Academic Performance and Positive Emotions (r = 0.44, p < 0.01), Engagement (r = 0.40, p < 0.01), Relationships (r = 0.38, p < 0.01), and Meaning (r = 0.43, p < 0.01). There was a moderate positive relationship with Accomplishment (r = 0.61, p < 0.01). Regression analyses showed that Perceived Academic Performance significantly predicts Positive Emotions (R² = 0.19, F (1, 413), p < 0.01), Engagement (R² = 0.16, F (1, 413), p < 0.01), Relationships (R² = 0.14, F (1, 413), p < 0.01), and Meaning (R² = 0.14, F(1, 413), p < 0.01). Perceived Academic Performance had a 38% effect on Accomplishment (R² = 0.38, F (1, 413), p < 0.01). The researchers suggested gathering larger sample sizes with regional variations, conducting comparative analysis, and integrating findings into a holistic education system. Enhancing students' Perceived Academic Performance in an international context can improve convergent validity and divergent validity and support meta-analysis. The study's findings pose significant implications for educational policy, curriculum development, and student support services in higher education institutions, notably in Metro Manila, Philippines.

Author Biographies

Ella Janine P. Cruz, Psychology Department, Trinity University of Asia, Philippines

Ella Janine P. Cruz is a fourth-year psychology student at Trinity University of Asia, Philippines. She is a Certified Human Resource Associate, accredited by the Human Resource Educators' Association of the Philippines. She has served as secretary and creative director for Young Scholastican's Journalist, SSAM MAESTRA Organization, and TUA Psychology Society. She formerly served as the editor-in-chief of Freudian Slip, the TUA Psychology Society's local council publication for the academic year 2022–2023. Her areas of interest include grit, delayed gratification, intelligence, social media behavior, and cognitive distortions.

Corinthian R. Buban, Psychology Department, Trinity University of Asia, Philippines

Corinthian R. Buban is a fourth-year BS Psychology student at the Trinity University of Asia. She is the outgoing Chairperson of the CASE Student Council academic year 2023 - 2024. She is also a recipient of the Scranton Women's Leadership Scholarship for her senior year at the said university. She is also an active student leader from the year 2021 up to the present. Her area of interest includes the student of exceptional children and the clinical field of psychology.

Meivin Anne F. Cabullos, Psychology Department, Trinity University of Asia, Philippines

Meivin Anne F. Cabullos is a 4th-year Psychology student at Trinity University of Asia (TUA). She holds a grateful opportunity to serve as the President of the TUA Psychology Society Batch 2023-2024. As a scholar on the Board of Trustees at TUA and a QCYDO Scholar, she demonstrates exceptional dedication to her academic pursuits. She is also a Certified Human Resource Associate accredited by the Human Resource Educators' Association of the Philippines, showcasing her commitment to professional development. Her research interests encompass a wide range of topics, including attachment styles, social psychology, the dark triad, and love, reflecting her curiosity and passion for understanding human behavior.

Isabella C. Menegon, Psychology Department, Trinity University of Asia, Philippines

Isabella C. Menegon is a fourth-year psychology student at the Trinity University of Asia (TUA). She is currently serving as the President of the Honor Society, the organization of Scholars at TUA. For the past two years she has been a recipient of the Scranton Scholarship, funded by the Scranton Women’s Leadership Center in Korea, with this she is motivated to go beyond what is expected of her. Her areas of interest include dementia studies, genome mapping, social psychology, and grief therapy.

Marydawn R. Torreliza, Psychology Department, Trinity University of Asia, Philippines

Marydawn R. Torreliza is a fourth-year psychology student at Trinity University of Asia, Philippines. She is an undergraduate student pursuing a Bachelor of Science in Psychology. She has served as CASE Commissioner under the Student Commission on Election for the academic year 2023 and 2024. She is the current secretary of the Ministry of Altar Server, Diocese of Cubao, and has attended the 37th PAPJA National Convention 2024 under the Psychological Association of the Philippines. Her areas of interest include social sciences, movie reviews, and religion.

Adrian M. Amistad, Psychology Department, Trinity University of Asia, Philippines

Adrian M. Amistad has served in the academe for nearly a decade, and has held various positions in the student services, administration, a faculty, as a Program Head of Psychology, and is currently a Faculty member (Assistant Professor I) of the Department of Psychology at the Trinity University of Asia (TUA) and the outgoing Adviser of the College of Arts, Sciences, and Education (CASE) Student Council. He completed his Bachelor of Science in Clinical Psychology from the Polytechnic University of the Philippines (PUP) in 2015, his Master in Psychology with specialization in Clinical Psychology from the PUP - Graduate School (PUP - GS) in 2021, and is currently taking up his Doctor of Philosophy in Educational Psychology at the La Consolacion University, Philippines (LCUP). He passed the Civil Service Commission (CSC) - Professional Eligibility in 2017, and the Professional Regulation Commission (PRC) - Psychometrician (RPm) Board Examination in 2023. He is also an Ad-Hoc Peer Reviewer of the Psychology and Sexuality Journal of Taylor & Francis Online and a Research Consultant at Embracing the Culture of Research (ETCOR) Educational Research Center. He has published three research papers focusing on qualitative studies, gender studies, and educational psychology studies, and his current research interests dwell in qualitative grounded theory and the research application of advanced statistical instruments.