Studies on happiness had flourished around the world. Different impacts of happiness in different aspects of life had been well documented. In the Philippines however, the study of happiness remained scarce especially in academic setting. In addition, most previous studies focused mainly on GPA as a measure of academic performance. Because happiness is vulnerable to life experiences (Veenhoven, 1997), linking happiness with GPA may not yield a comprehensive and more meaningful result. To fill this gap in the previous inquiries, this study aimed at the less taken angle. Thus, this inquiry focused on the link between happiness and examination outcome of college students. The study was conducted at the Central Luzon State University, Philippines. There were 282 college students participated in the study. Using correlation and test of difference analyses, several findings were noted. Results suggest that happiness had no significant relationship with students' examination performance. Instead, examination performance was associated with the examination's level of difficulty. Happiness on the other hand was correlated with age and gender. Younger students were happier than older ones and female students were happier than their male counterparts. Female students were also found to have longer time spent reviewing the lesson than male students but this difference did not indicate any significant variation in examination score between genders.

For decades, studies on goal concordance had documented its significant role in individuals' performance and success in many aspects of life. Previous researchers claimed that goal concordance buffers happiness (Sheldon & Elliot, 1999) and task performance . But studies on the possible influence of goal concordance and happiness in academic context remained unclear, especially in the Philippine academic setting. To shed light on the remaining question in the literature, this study focused on determining the possible association between goal concordance and happiness with college students' academic performance. The study was conducted at the Central Luzon State University in the Philippines. 300 college students participated in the current investigation. Using the correlational and test of difference analyses, this study had come up with several important findings. A significant relationship between goal concordance and academic performance was found. In addition, the significant association between happiness and academic performance was also noted. However, goal concordance and happiness had no significant relationship. Moreover, the finding shows a significant difference between the two groups of students: college students with self-concordant goals had higher academic performance than those with nonconcordant goals. Lastly, there is no significant difference in happiness between students with self-concordant and nonconcordant goals. Both practical and theoretical implications are discussed.

Throughout the years, studies had documented the influence of grit, academic adjustment, and happiness on college students' academic performance. However, none of the previous studies warrant conclusive results. Previous findings yielded inconsistent conclusions. In effect, the predictive ability of grit, academic adjustment and happiness on academic performance still merit further investigation, especially among freshmen students. This paper had taken the route towards exploring how grit, academic adjustment, and happiness predict first-year students' academic performance. The study was conducted at Central Luzon State University where 313 freshmen students participated. The correlational analysis found several surprising findings. First, both grit and college adjustment was not significantly related to freshmen students' academic performance. Happiness was the only significant predictor of academic performance. Second, the findings show that grit, academic adjustment, and happiness were significantly inter-correlated. The present investigation may suggest that the predictive ability of happiness on academic performance may be dependent on the influence of grit and college adjustment. This may further imply that the grittier the students, the more capable they are in adjusting with their academic life, the happier they become, and the higher academic performance they achieve. The theoretical and practical implications of the findings are discussed.