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Hidayat, Elsy Junilia
Universitas Malahayati
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Student–teacher relationships and academic performance as predictors of subjective well-being among senior high school students Qori Anisa Putri; Asri Mutiara Putri; Elsy Junilia
JOURNAL OF Mental Health Concerns Vol. 5 No. 4 (2026): July Edition 2026
Publisher : Indonesian Public Health-Observer Information Forum (IPHORR) Kerjasama dengan Unit Penelitian dan Pengabdian Kep Akademi Keperawatan Baitul Hikmah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56922/mhc.v5i4.3561

Abstract

Background: Student subjective well-being (SSWB) reflects how students evaluate their quality of life at school. Student-teacher relationships and academic performance are important factors that may contribute to students’ subjective well-being. Purpose: To examine whether student–teacher relationships and academic performance predict subjective well-being among senior high school students, both simultaneously and individually. Method: A descriptive-analytical cross-sectional design and multiple linear regression analysis. The study was conducted at Senior High School 1 Padang Cermin, Pesawaran Regency, Lampung Province, Indonesia, with data collected offline on 10 April 2026. The accessible population comprised 623 active students in Grades X and XI from a total school enrolment of 932 students across Grades X–XII; Grade XII students were not included because they were no longer engaged in active classroom learning. A total of 254 students participated through quota sampling based on grade level, with the final sample comprising 128 Grade X (50.4%) and 126 Grade XI (49.6%) students. The sample size was not derived from a named Slovin, Cochran, or G*Power calculation; rather, it was justified by the adequacy of the sample for multivariate analysis and the number of eligible students accessible during data collection. Data were collected using the SSWQ, S-TSRI, and Academic Performance Scale. Results: Student–teacher relationships and academic performance jointly predicted subjective well-being, explaining 16.9% of its variance, F = 26.775, p < .001. Academic performance was a significant individual predictor, β = .408, t = 7.062, p < .001, whereas student–teacher relationships were not, β = .060, t = 1.037, p = .301. Conclusion: Academic performance significantly predicted students’ subjective well-being, whereas student–teacher relationships did not make a significant unique contribution after academic performance was included in the model. Keywords: Academic Performance; Senior High School Students; Student Subjective Well-Being; Student Teacher Relationships.
Co-Authors Adhitya Anata Bakti Akhmad Kheru Dharmawan Andre Pebrian Perdana Arisandi, Syafik Asri Mutiara Putri Atikah Dwi Sabila Dharmawan, Akhmad Kheru Hamisyah Ramadhani Hermawan, Dessy Muslih Muslih Noka, Isara Abda Nora Devi Irianjani Nurul Hidayah Octa Reni Setiawati Perdana, Andre Pebrian Qori Anisa Putri Rahayu Tias Wulan Amnesti Sandayanti, Vira Siti Rahayu rahayu Supriyati Supriyati sutikno Sutikno Yosa Oktasari Yurika Octavia Zahroh, Jelita Larasati Lailatul Zulfah Hartati