Perceived School Climate, Psychological Well-Being, and Academic Achievement among Indonesian Boarding School Students

reservedThis research explores the domain of Indonesian Islamic boarding schools, functioning as centers for comprehensive education that seamlessly integrate religious instruction with academic goal. Prior research underscores the significance of a positive school climate in fostering the increase of academic motivation, greater engagement, and ultimately, enhanced academic performance. Moreover, students exhibiting elevated levels of psychological well-being demonstrate increased resilience, adaptability, and enthusiasm in their pursuit of knowledge. This research sets out to compliment the existing knowledge by examining the unique contributions of perceived school climate and psychological well-being to the academic achievement of Indonesian students enrolled in Islamic boarding schools. However, the result indicates that perceived school climate and psychological well-being do not significantly predict students’ academic achievement (R2 = 0.003, F = 0.56, p = 0.573), as measured by their GPA. Conversely, this research found a significant correlation between perceived school climate and well-being (p < .001). In this distinct context, the study suggests that perceived school climate and the well-being of students do not exhibit a direct correlation with academic achievement, highlighting the need for further exploration and contextual understanding of these relationships.This research explores the domain of Indonesian Islamic boarding schools, functioning as centers for comprehensive education that seamlessly integrate religious instruction with academic goal. Prior research underscores the significance of a positive school climate in fostering the increase of academic motivation, greater engagement, and ultimately, enhanced academic performance. Moreover, students exhibiting elevated levels of psychological well-being demonstrate increased resilience, adaptability, and enthusiasm in their pursuit of knowledge. This research sets out to compliment the existing knowledge by examining the unique contributions of perceived school climate and psychological well-being to the academic achievement of Indonesian students enrolled in Islamic boarding schools. However, the result indicates that perceived school climate and psychological well-being do not significantly predict students’ academic achievement (R2 = 0.003, F = 0.56, p = 0.573), as measured by their GPA. Conversely, this research found a significant correlation between perceived school climate and well-being (p < .001). In this distinct context, the study suggests that perceived school climate and the well-being of students do not exhibit a direct correlation with academic achievement, highlighting the need for further exploration and contextual understanding of these relationships