ResumoNo quadro da psicologia positiva, pretende-se explorar a relação entre Inteligência Emocional, Felicidade e Flow, e o desempenho académico e bem-estar subjetivo de estudantes universitários. A amostra inclui 215 participantes, com idades entre 18 e 58 anos (M=22.3; DP=4.91), maioritariamente de Ciências Sociais (55.9%), de diferentes cursos (1.º ao 6.º ano), e do género feminino (81,9%), sendo 18,1% trabalhadoresestudantes. Os instrumentos incluíram escalas de autorrelato (TEIQue, OHI, DFS-2 e JAWS), adaptadas ao contexto português e com bons indicadores psicométricos. Os resultados indicaram correlações positivas entre variáveis positivas e desempenho académico e bem-estar, ainda que menores com o desempenho académico objetivo. Análises de regressão linear demonstraram que o bem-estar subjetivo foi a variável melhor explicada pelas variáveis positivas e que o flow foi a variável com maior poder preditivo sobre o desempenho académico. Serão apresentadas implicações na promoção do desempenho académico e bemestar no contexto universitário. Palavras-chave: inteligência emocional, felicidade, flow, desempenho académico, bem-estar subjetivo AbstractWithin the Positive Psychology's framework, this study intends to explore the relationship between Emotional Intelligence, Happiness and Flow, and university students' academic performance and subjective well-being. The sample included 215 participants, aged between 18 and 58 years (M=22.3; SD=4.91), from different courses and years (1 st to 6 th ), of which 18.1% were student-workers. Most of the participants were females (81.9%), and studied Social Sciences (55.9%). The instruments included self-report scales (TEIQue, OHI, DFS-2, and JAWS), adapted to the Portuguese context and with good psychometric properties. Results indicated positive correlations between positive variables and academic performance and well-being, although lower correlations with objecticve academic performance. Linear regression analyses showed that subjective well-being was the variable best explained by positive variables and that flow presented the greatest predictive power over academic performance. Implications for the academic performance and wellbeing's promotion in the university context are presented.
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