How Psychological Capital Mediates Between Study–Related Positive Emotions and Academic Performance

Purpose The overall aim of this study is to explore factors associated with academic performance among university students. Specifically, it explores whether a supportive study climate is directly related to academic performance and whether students’ psychological capital (PsyCap), positive emotions and study engagement play a role in the relationship between supportive study climate and academic performance. Design/methodology/approach A total of 588 bachelor students from a range of academic programs participated in a survey. The partial least squares (PLS)-based structural equation modeling (SEM) was used to test the conceptual models and the hypothesized relationships, using the software SmartPLS. Findings No support was found for a direct relationship between supportive study climate and academic performance. However, the results show that PsyCap, positive emotions and study engagement have a mediating role between supportive study climate and academic performance. In addition, the findings reveal a multifaceted pattern among PsyCap, positive emotions and study engagement that promotes academic performance. Originality/value This is the first study that simultaneously explores the role of PsyCap, emotions and study engagement between supportive study climate and academic performance among university students. Consequently, it broadens and deepens previous research and offers both theoretical and practical implications.

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Relationships between Academic Self-Efficacy, Learning-Related Emotions, and Metacognitive Learning Strategies with Academic Performance in Medical Students: A Structural Equation Model

10.21203/rs.2.13211/v3 ◽

2020 ◽

Author(s):

Ali Asghar Hayat ◽

Karim Shatery ◽

Mitra Amini ◽

Nasrin Shokrpour

Keyword(s):

Academic Performance ◽

Medical Students ◽

Learning Strategies ◽

Self Efficacy ◽

Structural Equation ◽

Positive Emotions ◽

Mediating Effect ◽

Academic Emotions ◽

Metacognitive Learning ◽

Academic Self Efficacy

Abstract Recognition of the factors affecting the medical students’ academic success is one of the most important challenges and concerns in medical schools. Hence, this study aimed to investigate the mediating effect of metacognitive learning strategies in the relationship between learning-related emotions and academic self-efficacy with academic performance in medical students. Methods: The present study was carried out on 279 students of medicine studying in Shiraz University of Medical Sciences. The students filled out three questionnaires: academic emotions (AEQ), metacognitive learning strategies, and academic self-efficacy questionnaires. The data were analyzed using SPSS and Smart PLS3. Results: The results of structural equation modeling revealed that the students’ self-efficacy has an impact on their positive emotions and metacognitive learning strategies, and these in turn affect the students’ academic performance. Moreover, positive emotions influence the metacognitive learning strategies which in turn mediate the effect of positive emotions on the academic performance. Discussion: The results of this study revealed that metacognitive strategies can play a mediating role in the students’ self-efficacy, positive emotions, and academic performance. Therefore, in case we can strengthen the students’ self-efficacy and their positive academic emotions, their performance will improve.

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EXAMINING HOW POSITIVE AND NEGATIVE EMOTIONS INFLUENCE COGNITIVE PERFORMANCE IN SECONDARY SCHOOLS

10.36315/2021pad23 ◽

2020 ◽

pp. 255-267

Author(s):

Sonya Yakimova ◽

◽

Célia Maintenant ◽

Anne Taillandier-Schmitt ◽

◽

...

Keyword(s):

Academic Achievement ◽

Academic Performance ◽

Secondary Schools ◽

Cognitive Performance ◽

Positive Emotions ◽

Negative Emotions ◽

School Context ◽

Dropping Out ◽

French Version ◽

The Impact

Few studies have examined the impact of emotions on cognitive (not only academic) performance among adolescents and this is the objective of our research. After ethic committee agreement andparents’ authorization, we asked 158 adolescents in secondary schools to respond to the French version of Differential Emotion Scale adapted for school context and to nineteensyllogisms which evaluated cognitive nonacademic performances. As results, we expected that negative emotions related to academic achievement would reduce performance in reasoning and positive emotions would improve it. Our hypotheses were partially validated. The impacts of the results as well as perspectives of future researches in relation with self-esteem, psychological disengagement, dropping out of school were discussed.

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The Improving Academic Performance Through Effective Managing Psychological Capital: With Reference To Undergraduates Of Rajarata University Of Sri Lanka

International Journal of Scientific and Research Publications (IJSRP) ◽

10.29322/ijsrp.9.12.2019.p9673 ◽

2019 ◽

Vol 9 (12) ◽

pp. p9673

Author(s):

Udayanga J.B.P ◽

Weerasinghe I.M.S

Keyword(s):

Academic Performance ◽

Sri Lanka ◽

Psychological Capital

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Influence of Emotional Intelligence, Motivation and Resilience on Academic Performance and the Adoption of Healthy Lifestyle Habits among Adolescents

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph16162810 ◽

2019 ◽

Vol 16 (16) ◽

pp. 2810 ◽

Cited By ~ 15

Author(s):

Rubén Trigueros ◽

José M. Aguilar-Parra ◽

Adolfo J. Cangas ◽

Rosario Bermejo ◽

Carmen Ferrandiz ◽

...

Keyword(s):

Emotional Intelligence ◽

Academic Performance ◽

Physical Education ◽

Positive Emotions ◽

Healthy Lifestyle ◽

Structural Equations ◽

School Students ◽

Active Lifestyle ◽

Lifestyle Habits ◽

Structural Equations Model

Included among the basic objectives of Physical Education (PE) classes is the consolidation of habits of a healthy lifestyle among adolescents. However, the main studies in this field have focused on cognitive aspects related to students during these classes, yet they ignore the role that emotions can play in the adoption of future habits. Objectives: To analyze how emotions (emotional intelligence and emotional state) can influence the resilience and motivation of adolescents, as well as academic performance and adoption of healthy lifestyle habits. Methodology: 615 secondary school students between the ages of 14 and 19 participated (M = 16.02; SD = 1.57) in the study. A structural equations model was developed using the main variables and by applying some of the principles of Self-Determination Theory. The results show that emotional intelligence is positively related to positive emotions and negatively related to negative emotions. Positive emotions positively predict both self-motivation towards physical education classes and resilience. Resilience positively predicts self-motivation. Finally, self-motivation acts as a predictor of both academic performance and regular participation in physical activity. Conclusions: This study successfully shows the importance of focusing on emotions in PE classes inasmuch as emotion increases the tendency to get good grades and maintain active lifestyle habits. In this sense, focusing on the emotions of students in PE could prove quite beneficial.

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Motivational Media and Academic Success

Journal of Student Research ◽

10.47611/jsr.v4i1.220 ◽

2015 ◽

Vol 4 (1) ◽

pp. 160-163

Author(s):

Nicolle Grant

Keyword(s):

Academic Performance ◽

Academic Success ◽

Positive Emotions ◽

Academic Motivation ◽

College Graduates ◽

Male Students ◽

Control Group ◽

Psychology Courses ◽

Potential Impact ◽

Experimental Group

Motivating students to do well in courses that fail to interest them can be challenging. The current study was designed to assess the potential impact of priming motivational media on academic performance. Students in six sections of introductory psychology courses (n = 128) completed a quiz after watching a 4 minute inspirational video (experimental group, n = 63), or without watching the video (control group, n = 65). The video selected showed scenes of individuals pushing their limits in all aspects of life and a commentary of a motivational commencement speech by Arnold Schwarzenegger given to college graduates. After completing the quiz participants were given a survey with questions pertaining to their motivation, positive and negative emotions, demographics, and their reactions to the video. Students who were primed by the video reported greater academic motivation and planned to study more for the next quiz than students who did not watch the video. Females reported lower GPA and lower positive emotions in the experimental condition. While there was not an overall effect of the video on quiz scores, male students who watched the video performed 10% better on the quiz than males in the control condition. Implications of these findings suggest that motivational information may be beneficial in inspiring academic performance in certain circumstances.

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Psychometric Properties of the Psychological Capital Scale in the Student Context (PsyCap-S)

Paidéia (Ribeirão Preto) ◽

10.1590/1982-4327e3123 ◽

2021 ◽

Vol 31 ◽

Author(s):

Fabiola Rodrigues Matos ◽

Alexsandro Luiz De Andrade

Keyword(s):

Academic Performance ◽

Psychometric Properties ◽

Self Efficacy ◽

Psychological Capital ◽

Validity And Reliability ◽

Four Dimensions ◽

Undergraduate Studies ◽

Successful Academic

Abstract The resources provided by psychological capital can contribute to the successful academic performance of students, as well as to overcome obstacles and achieve established goals. There is an absence of a Brazilian instrument to measure psychological capital in students. Thus, this study aimed to develop and to seek evidence for the validity and accuracy of the psychological capital scale in the student context (PsyCap-S). The research was conducted based on two studies, with 697 students in each. In both samples the majority was composed of females who intended to enter undergraduate studies. The results indicated the validity and reliability of a structure of four dimensions (resilience, hope, self-efficacy, and optimism). Theoretical and practical dimensions of using the instrument are discussed, as well as implications for intervention in the context of the studies.

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