Predicting the Utilization of Guidance Services through Student Well-Being and Self-Efficacy

This study is significant as it provides empirical insights into how student well-being and self-efficacy influence the utilization of guidance services in the university setting. In an educational environment where students face academic pressures, social challenges, and personal concerns, understanding the factors that encourage or hinder their use of guidance services is essential for improving student support systems. The main objective of this study was to determine whether the indicators of student well-being and self-efficacy significantly predict the extent of utilization of guidance services. It utilized the descriptive correlational research design using a survey questionnaire to gather the data. A stratified random sampling technique was employed, and a total of 398 student respondents from the university participated in the study. The results revealed a significant relationship between student well-being, self-efficacy, and the utilization of guidance services. Findings showed that the indicators of student well-being and self-efficacy are significant predictors of students’ engagement with guidance services. This implies that students who possess higher levels of emotional, social, and psychological well-being, as well as stronger beliefs in their academic and social capabilities, are more likely to seek and utilize available guidance services. The study underscores the importance of strengthening programs that promote student well-being and self-efficacy as part of the guidance program. By enhancing these areas, educational institutions can encourage greater student participation in guidance services, leading to improved coping skills, better academic adjustment, and overall student development. Prioritizing student well-being and self-efficacy within institutional policies and guidance initiatives can contribute to a more responsive, supportive, and student-centered educational environment.