ASSESSING THE IMPACT OF PSYCHOLOGICAL COUNSELING SERVICES ON STUDENT WELL-BEING AND ACADEMIC SUCCESS IN PAKISTANI UNIVERSITIES

Abstract

This study investigated the impact of psychological support services on students' well-being and academic success in Pakistani universities. Counseling services played a pivotal role in enhancing students' quality of life, supporting their academic performance, and assisting their adjustment to university life. Despite misconceptions about tertiary students’ ability to cope with challenges, many experienced emotional, social, and academic difficulties that counseling services addressed. Conducted across four universities with a sample of 656 students, the study explored the contribution of counseling in developing coping strategies, social skills, and emotional intelligence. The research emphasized the importance of individual and group counseling, classroom guidance, and mindfulness activities in promoting student success. Findings indicated that these interventions significantly enhanced academic performance and personal well-being. The study suggested that universities should prioritize psychological support services to alleviate academic stress, improve emotional resilience, and foster student development. By addressing gaps in research on tertiary counseling services in Pakistan, this study underscored the necessity for universities to invest in psychological support to better equip students for the challenges of higher education. Key elements such as coping strategies, emotional intelligence, academic performance, and counseling methods were central to the findings, highlighting the vital role of psychological services in fostering students' overall growth. The chi-square test showed significant associations for ethnicity (χ² = 528.72, p < 0.001), marital status (χ² = 593.21, p < 0.001), and faculty (χ² = 662.18, p < 0.001), influencing students' psychological service perspectives. However, gender (χ² = 1.048, p = 0.306) and university (χ² = 8.345, p = 0.065) were non-significant. Correlation analysis showed significant relationships: awareness (r = 0.230, p < 0.05), resources (r = 0.280, p < 0.05), and  policies (r = 0.425, p < 0.05) with positively influenced counseling effectiveness.