<![CDATA[Student well-being affects most aspects of student functioning on campus and is an important factor influencing learning outcomes and their development (Smith and Lindell, 2010). Therefore, student welfare plays a role in optimizing their cognitive, affective, and psychomotor potential which will affect student achievement on campus. Students who feel prosperous will be able to expand their perceptions in the future and be able to form psychological well-being, which is a condition when students without experiencing psychological distress. Low psychological well-being of students will have a negative effect on psychology and hinder self-development and can lead to helplessness, so as to accept the situation as it is without any effort from oneself (Mawarpury, 2013). School institutions that shelter secondary education or first-level advanced schools, need to pay attention to the welfare of their female students. The transition to middle school or junior high school from primary school is a normative experience for children. When students experience this transition, students will face the top-dog phenomenon (a phenomenon from top to bottom), which is a state of state where students move from the top position (in elementary school being the oldest, largest, and most powerful) towards the lowest position (in middle school or senior high school being the youngest, smallest, and least powerful in school) (Santrock, 2003).]]>
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