<![CDATA[Accelerated students possess high academic abilities but face greater academic demands and psychological pressure due to shorter learning periods, which can affect their Psychological well-being. Previous studies indicate that these students are vulnerable to stress, anxiety, and socio-emotional adjustment difficulties. Accordingly, this study sought to investigate the relationship between Academic self-efficacy and Perfectionism in relation to the Psychological well-being of accelerated students. Academic self-efficacy denotes students’ beliefs about their ability to cope with academic demands, Perfectionism relates to setting high personal standards, and Psychological well-being reflects positive psychological functioning. This quantitative correlational study involved all ninth-grade accelerated students at SMP X, Sidoarjo Regency (N = 34), using saturated sampling. Data were collected using SEQ-C, CAPS-SF, and BSPWB-A instruments and analyzed with SPSS 25 using Pearson correlation and multiple linear regression. The results revealed a significant positive relationship between Academic self-efficacy and Psychological well-being (r = 0.517; p < 0.05) and an inverse relationship between Perfectionism and Psychological well-being (r = −0.373; p < 0.05). Simultaneously, both variables contributed 46% to Psychological well-being, indicating that strong Academic self-efficacy enhances well-being, while maladaptive Perfectionism may reduce it.]]>
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