Abstract
This study examined the relationships between Grade 10 students' academic motivation, sense of empowerment, and overall well-being at Valencia National High School in Valencia City, Bukidnon, during the 2024–2025 academic year. The study used self-assessment questionnaires for academic motivation, empowerment, and overall well-being through validated tools measuring various factors in gathering quantitative data from 312 students chosen through purposive random sampling using a descriptive-correlational research method. Pearson-Product Moment correlation coefficient and regression analysis were used to analyze the relationships between these variables. Findings revealed that students exhibited high academic motivation, particularly in using information and self-challenging but demonstrated lower levels of discovery-based learning. Their sense of empowerment was strong, as they felt capable of managing academic tasks and contributing meaningfully. However, empowerment had a minimal impact on overall well-being. Although students’ well-being was adequate, more focus was required in areas like relational well-being and psychological resilience. The most important predictor of students’ overall well-being was self-challenging, with motivated students demonstrating more emotional stability and resilience. The study concluded that although academic motivation and empowerment have a beneficial impact on overall well-being, other important aspects like peer interactions and institutional support are also important. To improve students' overall growth and well-being, educational institutions should prioritize encouraging self-directed learning, mental health support, and greater social ties.
