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

2017 ◽  
Vol 22 (1) ◽  
pp. 45-53 ◽  
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

scholarly journals Supportive study climate and academic performance among university students: the role of psychological capital, positive emotions and study engagement

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Terje Slåtten ◽  
Gudbrand Lien ◽  
Solveig Beyza Narli Evenstad ◽  
Terje Onshus
Keyword(s):  
Academic Performance ◽  
University Students ◽  
Structural Equation ◽  
Positive Emotions ◽  
Psychological Capital ◽  
Equation Modeling ◽  
Content Type ◽  
Mediating Role ◽  
Study 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.

Modeling Structural Equations of Relationships between Attachment Styles and Self-Differentiation with Academic Performance of University Students with the Mediating Role of Health Promoting Lifestyle

2021 ◽  
Author(s):  
Vafa Mostafa ◽  
Hajar Falahzadeh ◽  
Sorur Ahmadi ◽  
Omid Hamidi
Keyword(s):  
Academic Performance ◽  
University Students ◽  
Attachment Styles ◽  
Structural Equation ◽  
Equation Modeling ◽  
Mediating Role ◽  
Health Promoting ◽  
Health Promoting Lifestyle ◽  
Self Differentiation

Aim: The aim of this study was to test the structural equation model of relationships between attachment styles and self-differentiation with academic performance of university students with the mediating role of health-promoting lifestyle. Methods: The method of this research was descriptive and correlation type. The statistical population consisted of all undergraduate students of Shahid Beheshti University (1554 people) in the academic year of 2018-2019. The sample size was estimated to be 308 based on Cochran formula. Eventually 305 questionnaires were finalized. Research tools included the Self-Distinction Questionnaire (Skowron & Schmitt, 2003), the Adults Attachment Inventory (AAI) (Hazen and Shaver, 1987), the Health Promoting Lifestyle Profile (Walker, Sichrist & Pender, 1995) and the Educational Performance Test (Pham and Taylor, 1999) were used and data were analyzed by descriptive and inferential statistical methods (Pearson correlation, path analysis and structural equation modeling) using SPSS 23 and AMOS 26 statistical softwares. Findings: The results showed that attachment styles and self-differentiation have a significant relationship with academic performance and these variables are able to directly predict academic performance (p<0.01). Promotional lifestyles can also play a mediating role between attachment styles and self-differentiation with academic performance (p<0.01). Conclusion: Regarding the relationship between attachment styles, self-differentiation and health-promoting lifestyle with academic performance, special attention to these variables is necessary to improve student performance.

scholarly journals The impact of personality and self-efficacy on academic and military performance: The mediating role of self-efficacy

2015 ◽  
Vol 6 (1) ◽  
pp. 47-65 ◽  
Author(s):  
Thomas Hol Fosse ◽  
Robert Buch ◽  
Reidar Säfvenbom ◽  
Monica Martinussen
Keyword(s):  
Academic Performance ◽  
Cognitive Abilities ◽  
Self Efficacy ◽  
Big Five Personality ◽  
Military Performance ◽  
Efficacy Analysis ◽  
Mediating Role ◽  
And Performance ◽  
The Impact

Abstract In order to optimize recruitment and the overall outcome of educational programmes, it is crucial to understand personal determinants of achievement. While several cognitive abilities and skills individually predict performance in academic and professional settings, it is less clear how personality translates into performance. This study addresses the impact of the Big Five personality trait, conscientiousness, on academic performance and instructor performance ratings and examines the mediating role of self-efficacy. Analysis of longitudinal data (Time 1: n = 166 (conscientiousness); Time 2: n = 161 (self-efficacy); Time 3: n = 136 (military performance) and n = 156 (academic performance)) from three military academies in Norway showed that conscientiousness was related to both military and academic performance. Moreover, self-efficacy emerged as a partial mediator for the relationship between conscientiousness and performance.

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