Most people would agree with the maxim that "success breeds success". However, this is not the whole story. The current study investigates the additional impact of psychosocial factors (i.e., performance obstacles and facilitators) as well as psychological well-being (i.e., burnout and engagement) on success (i.e., academic performance). More specifically, our purpose is to show that, instead of directly affecting future performance, obstacles and facilitators exert an indirect effect via student well-being. The sample was composed of 527 university students who filled out a questionnaire, and whose previous and future academic performance (GPA) was taken from the university's records. Structural equations modeling showed that the best predictor of future performance was the student's previous performance. As expected, study engagement mediated the relationship between performance obstacles and facilitators on the one hand, and future performance on the other. Contrary to expectations, burnout did not predict future performance, although it was significantly associated with the presence of obstacles and the absence of facilitators. Our results illustrate that, although "success breeds success" (i.e., the best predictor of future performance is past performance) positive psychological states like study engagement are also important in explaining future performance, at least more than negative states like study burnout.
This study investigates the effects of e-groups on well-being and performance, using a collective approach and an objective performance indicator. Furthermore, it includes collective efficacy as a moderator and negative (anxiety) as well as positive (engagement) well-being. A lab experiment with an interval of 3 weeks was performed among 140 students who were randomly distributed across 18 groups using a chat-internet program and 10 groups working face to face. Half the groups performed under time pressure. Results confirm the moderating role of perceived collective efficacy on well-being and task performance. All groups working under time pressure and low in collective efficacy show an increase in collective anxiety. Chat-internet groups under time pressure show an increase in collective engagement but only when they feel high in collective efficacy. Finally, task performance was poorer in chat groups, working under time pressure, and with low levels of collective efficacy than in the other groups.
PostprintCita bibliográfica / Cita bibliogràfica (ISO 690): LORENTE, Laura, et al. How personal resources predict work engagement and self-rated performance among construction workers: A social cognitive perspective.
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