Abstract:The present study, based on broaden-and-build theory, examines the relationship between study-related positive emotions and academic performance, and the mediating role of psychological capital in this relationship. A sample of 639 Chilean high school students between 14 and 17 years old was used. Through structural equation modelling (SEM), -as hypothesized-a statistically significant indirect effect was found between study-related positive emotions and academic performance via psychological capital. Students' study-related positive emotions were related to better academic performance through positive relationships with their levels of psychological capital (i.e., efficacy, hope, optimism, and resilience). Theoretical and practical implications of the results are discussed, limitations are mentioned, and future research directions are proposed. Powered by Editorial Manager® and ProduXion Manager® from Aries Systems CorporationRunning Head: POSITIVE EMOTIONS, PSYCHOLOGICAL CAPITAL AND ACADEMIC PERFORMANCE 1 How Psychological Capital Mediates Between Study-Related Positive Emotions and Academic Performance AbstractThe present study, based on broaden-and-build theory, examines the relationship between study-related positive emotions and academic performance, and the mediating role of psychological capital in this relationship. A sample of 639 Chilean high school students between 14 and 17 years old was used. Through structural equation modelling (SEM), -as hypothesized-a statistically significant indirect effect was found between study-related positive emotions and academic performance via psychological capital. Students' studyrelated positive emotions were related to better academic performance through positive relationships with their levels of psychological capital (i.e., efficacy, hope, optimism, and resilience). Theoretical and practical implications of the results are discussed, limitations are mentioned, and future research directions are proposed.Keyword: positive emotions; psychological capital; academic performance Abstract Running Head: POSITIVE EMOTIONS, PSYCHOLOGICAL CAPITAL AND ACADEMIC PERFORMANCE 2The recent shift from a negative perspective focused on problems and deficits to a more positive perspective focused on strengths and personal resources has aroused considerable attention in educational research (Seligman, Ernst, Gilham, Reivich & Linkins, 2009;Stiglbauer, Gnambs, Gamsjäger & Batinic, 2013).In this context, psychological capital (PsyCap) has begun to be assessed in educational settings (Datu, King & Valdez, 2016;Luthans, Luthans & Jensen, 2012;Siu, Bakker & Jiang, 2014;You, 2016). However, previous studies focused only on academic outcomes, and not on their antecedents. The broaden-and-build theory (B&B;Fredrikson, 1998; 2001) offers a conceptual framework with which to understand how the experience of positive emotions may explain the presence of students' PsyCap (and other personal resources) and its direct and indirect impact on academic performance. However, we know very litt...

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This brief report examines the within–network construct validity of the UWES–9S in a convenience sample of 1502 Chilean students (52% were female) ranging between 18 and 25 years old. The results of confirmatory factor analysis supported a solution with three related factors that fit significantly better than a one-factor solution. The three subscales (i.e., vigor, dedication, and absorption) and the overall UWES–9S showed satisfactory internal consistency. The results of multiple–group confirmatory factor analysis supported gender invariance. Overall, the UWES–9S was found to be a reliable and valid scale to assess academic engagement in Chilean undergraduate university students.

RESUMEN: El presente trabajo tiene como objetivo presentar una revisión teórica de las principales formas abreviadas que han sido desarrolladas por varios autores a partir de las distintas versiones de la Escala de inteligencia de Wechsler para adultos que han ido surgiendo a lo largo del tiempo. El desarrollo de formas cortas ha ido creciendo en paralelo a la aparición de las nuevas versiones de la escala completa. Una forma abreviada permite estimar la capacidad intelectual con un tiempo de administración menor, por lo que puede ser de gran utilidad si el objetivo de evaluación es obtener una medida general de la capacidad intelectual. ABSTRACT: The aim of this study is to present a theoretical review of the main short forms that have been developed by several authors based on different versions of the Wechsler Adult Intelligence Scale. The development of short forms has been growing parallel to the appearance of new versions of the full scale. A short form allows estimating the intellectual capacity of someone with less time of administration, which could be very useful if the assessment objective is to obtain an overall measure of intellectual capacity.

Academic Psychological Capital, or PsyCap, – a set of positive psychological resources encompassing hope, efficacy, resilience, and optimism – has begun to gain attention in academia, showing positive relationships with desirable academic outcomes. However, studies in the field have paid limited attention to the social factors that may increase PsyCap and therefore may lead to positive outcomes. In the present study, we examine whether academic PsyCap mediates between teacher-student relationships and academic performance as assessed by student’s GPA, using a three-wave longitudinal design. Through structural equation modeling, as expected, a statistically significant indirect effect was found between teacher-student relationships and academic performance via academic PsyCap. Theoretical and practical implications of the results are discussed; strengths and weaknesses are mentioned; and future research directions are proposed.

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This longitudinal study examines how academic psychological capital mediates between parent child relationships and academic performance in a group of high school students. The sample consisted of 402 students (217 girls and 187 boys) aged between 14 and 17 years. Using a three wave design, as hypothesized, a significant indirect effect was found between (good) parent child relationships (assessed at time 1) and academic performance (assessed at time 3) via academic PsyCap (assessed at time 2). Students who perceived high quality relationships with their parents reported high levels of academic psychological capital and obtained better objective academic performance over time. Theoretical and practical implications of the results are discussed, as well as strengths and weaknesses and future research directions. Keyword: parent child relationships; psychological capital; academic performance; high school students B i ded Ma c i Click here to ie linked References outcomes (Furrer & Skinner, 2002; Roorda, Koomen, Split, & Oort, 2011). This is supported by different theories that acknowledge the relevance of high quality relationships in young people´s lives (for a theoretical review, see Martin & Dowson, 2009). For example, self determination theory (Ryan & Deci, 2000) describes how the satisfaction of the need for relatedness (and other basic needs) influences students i a i (e.g., Sulea, van Beek, Sarbescu, Virga, & Schaufeli, 2015). Likewise, attachment theory (Bowlby, 1969) emphasizes that a history of secure attachment enhances adequate functioning in different life domains, including the school setting (e.g., Cutrona, Cole, Colangelo, Assouline, & Russel, 1994). Additionally, social cognitive theory (Bandura, 1986) describes how significant others via problem solving modelling and supportive communication play an important role i b i di g de e f efficacy (Bandura, 1997). Together, these theories suggest that if a child experiences an emotional connection with his/her social environment, believes that s/he is cared for and loved, and feels special to his/her key social partners, it is likely that s/he will function properly in the academic context and perform accordingly.Parents are significant others who represent young people´s most important social relationships (Furrer & Skinner, 2002). In accordance with the theories described above, previous studies found that the better the relationship between parents and their children, the better the children perform (Bergin & Bergin, 2009;Elmore & Huebner, 2010;Fan, 2001). More specifically, a good relationship between parents and children in terms of secure attachment, social support, and/or caring relationships is related to academic engagement (Furrer &

This brief report proposes a model in which academic psychological capital (PsyCap) mediates between the satisfaction of student’s basic psychological needs and their academic performance, as assessed by students’ GPA. Participants were 407 adolescents, aged 12–18, recruited from three Chilean schools. Through structural equation modeling, direct and indirect effects were calculated. Results show that academic PsyCap (assessed at time 2) fully mediates the relationship between the satisfaction of basic psychological needs (assessed at time 1) and academic performance (assessed at time 3). This means that students whose basic psychological needs are satisfied at school experience more hope, efficacy, resilience, and optimism (PsyCap), which, in turn, leads to better academic performance. Both theoretical and practical implications of the results are addressed, as well as strengths and weaknesses and directions for future research.