Linking positive emotions and academic performance: The mediated role of academic psychological capital and academic engagement

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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Positive Emotions, Autonomy Support and Academic Performance of University Students: The Mediating Role of Academic Engagement and Self-efficacy

Revista de Psicodidáctica (English ed ) ◽

10.1387/revpsicodidact.14280 ◽

2017 ◽

Vol 22 (1) ◽

pp. 45-53 ◽

Cited By ~ 9

Author(s):

Xavier Oriol-Granado ◽

Michelle Mendoza-Lira ◽

Carmen-Gloria Covarrubias-Apablaza ◽

Víctor-Michel Molina-López

Keyword(s):

Academic Performance ◽

University Students ◽

Self Efficacy ◽

Academic Engagement ◽

Autonomy Support ◽

Positive Emotions ◽

Mediating Role

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Emotional Creativity as Predictor of Intrinsic Motivation and Academic Engagement in University Students: The Mediating Role of Positive Emotions

Frontiers in Psychology ◽

10.3389/fpsyg.2016.01243 ◽

2016 ◽

Vol 7 ◽

Cited By ~ 20

Author(s):

Xavier Oriol ◽

Alberto Amutio ◽

Michelle Mendoza ◽

Silvia Da Costa ◽

Rafael Miranda

Keyword(s):

University Students ◽

Intrinsic Motivation ◽

Academic Engagement ◽

Positive Emotions ◽

Mediating Role

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Psychological capital and workplace emotions among Indian nurses

Indian Journal of Positive Psychology ◽

10.15614/ijpp.v9i01.11758 ◽

2018 ◽

Vol 9 (01) ◽

Author(s):

Kalpana Thakker ◽

Urmi Nanda Biswas

Keyword(s):

Quality Of Care ◽

Patient Outcomes ◽

Work Engagement ◽

Emotional Labor ◽

Positive Emotions ◽

Psychological Capital ◽

Social Agents ◽

Job Role

caregivers in a hospital and they significantly influence the quality of care provided, treatment and patient outcomes. The nurses also interact with the patients, their relatives and act as buffers between the patients and the doctors. While providing care to the patient, nurses have to provide understanding oriented care to be effective. They act as social agents in the field of health. This requires them to have many self based resources to become effective in their job role. Important self based resources for nurses that have been studied are positive emotions, hope, optimism and self efficacy. Additionally, research on PsyCap and Burnout (Peng et al., 2013; Bitmişa and Ergeneli, 2015) reports the importance of PsyCap to fight burnout. However, their study suggests that a comprehensive research is required encompassing workplace emotions. The present study aims to understand the role of Psychological Capital (PsyCap) with relation to workplace emotions through work engagement (WE) and emotional labor (EL).

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Social Achievement Goals and Academic Engagement: The Mediating Role of Academic and Social Positive Emotions

Iranian Journal of Psychiatry and Behavioral Sciences ◽

10.5812/ijpbs.110241 ◽

2021 ◽

Vol In Press (In Press) ◽

Author(s):

Saman Kamari ◽

Mahbobeh Fouladchang ◽

Farhad Khormaei ◽

Bahram Jowkar

Keyword(s):

Achievement Goals ◽

Latent Variables ◽

Academic Engagement ◽

Structural Equation ◽

Positive Emotions ◽

Equation Modeling ◽

Mediating Role ◽

Social Achievement ◽

Academic Hope

Background: Social-cognitive theorists suggest that cognitive-emotional factors play essential roles in academic outputs like academic engagement. Objectives: The purpose of the present study was to investigate the relationship between social achievement goals and academic engagement by mediating role of academic and social positive emotions. Methods: The method of present study was descriptive cross-sectional study based on correlational research. Using cluster multi-stage sampling method, this study included 566 undergraduate students (278 male and 288 female) in the first semester of 2018. The research instruments were Social Achievement Goals scale, Academic Hope scale, Admiration scale, and Academic Engagement inventory. Data were analyzed using correlation matrix and structural equation modeling. Results: Results of analyzing data showed that social development goal had a positive indirect effect (β = 0.41, P = 0.01) on academic engagement through academic hope and admiration. Also, social demonstration-approach goal had an indirect and negative effect (β = -0.08, P = 0.01) on academic engagement by the mediating role of admiration. In general, the research model was able to explain 31% of the variance of academic engagement with two latent variables of social achievement goals and academic and social positive emotions. Conclusions: In general, social achievement goals and positive emotions significantly explained the variance of academic engagement. The findings provide supportive evidence for how motivations and emotions can affect academic engagement.

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