An investigation of high school students' subjective academic well-being in terms of academic grit, academic responsibility and academic self-efficacy

The aim of this study is to examine the subjective academic well-being of high school students in terms of academic grit, academic responsibility and academic self-efficacy. 1185 high school students who continue their education in Konya province in the 2024-2025 academic year participated in this study conducted using the relational screening model. A personal information form, subjective academic well-being scale, academic determination scale, academic responsibility scale and academic self-efficacy scale were applied to the students. According to the results obtained from the study, it was seen that the subjective academic well-being of high school students did not differ significantly according to the variables of gender, grade level, parental education level and perceived socio-economic level, while it differed significantly according to the high school type variable. A significant, positive and high level relationship was seen between subjective academic well-being and academic grit, and a significant positive and moderate level relationship was seen between subjective academic well-being and academic responsibility and academic self-efficacy. Finally, as a result of the multiple regression analysis, it was found that academic grit, academic responsibility and academic self-efficacy levels predicted subjective academic well-being at a significant level. Discussion and suggestions are included in line with the findings.