A Holistic and Data-Informed Model of Positive Education, Psychological Well-Being, and Academic Achievement among Generation Z Students

Diki Arisandi; Seri Hartati

doi:10.35445/alishlah.v18i2.9584

A Holistic and Data-Informed Model of Positive Education, Psychological Well-Being, and Academic Achievement among Generation Z Students

Diki Arisandi, Seri Hartati

Abstract

Recent discussions in higher education increasingly emphasize the need to balance academic achievement with students’ psychological well-being, particularly among Generation Z students who often experience high academic pressure alongside psychosocial challenges. This study examines a holistic model integrating Positive Education and Psychological Well-Being to explain academic achievement among Generation Z students in Muhammadiyah and ‘Aisyiyah higher education institutions in Riau Province. An explanatory sequential mixed-methods design was employed. Quantitative data were collected from 359 students using validated instruments measuring Positive Education (PERMA), Psychological Well-Being, and Academic Achievement. Data were analyzed using descriptive statistics, correlation analysis, mediation analysis with bootstrapping, and machine learning models (Random Forest and XGBoost) to identify predictive patterns. Qualitative data from semi-structured interviews with 30 students were used to enrich the interpretation of the quantitative findings. The results indicate significant positive relationships between Positive Education and Psychological Well-Being (r = .52, p < .01) and between Psychological Well-Being and Academic Achievement (r = .55, p < .01). Mediation analysis shows that Psychological Well-Being fully mediates the relationship between Positive Education and Academic Achievement (β = .31, p < .01). Machine learning results further support these findings, with XGBoost demonstrating the highest predictive performance (R² = 0.66) and identifying purpose in life, engagement, and meaning as the most influential predictors of academic achievement. These findings suggest that academic achievement among Generation Z students is closely linked to both the quality of educational environments and students’ psychological resources. Integrating well-being-oriented educational practices with data-informed analytical approaches may provide a promising pathway for supporting sustainable student success in higher education.

Keywords

positive education; psychological well-being; academic achievement; generation Z students; machine learning

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DOI: https://doi.org/10.35445/alishlah.v18i2.9584