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

Carmona–Halty, Marcos; Salanova, Marisa; Llorens, Susana; Schaufeli, Wilmar B.

doi:10.1007/s12144-019-00227-8

Cited by 101 publications

(92 citation statements)

References 55 publications

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“…Although initial research on PsyCap was conducted in samples of workers, more recently, the notion of academic PsyCap has received attention in both university and high school students. In these samples, direct associations are demonstrated with coping and satisfaction (Ortega-Maldonado and Salanova, 2017), academic adjustment (Liran and Miller, 2017), motivation (Siu et al, 2014), academic engagement (Carmona-Halty et al, 2019a), subjective well–being (Datu et al, 2016), and AP (Carmona-Halty et al, 2019b), among others (Vanno et al, 2014; You, 2016; Datu and Valdez, 2019).…”

Section: Introductionmentioning

confidence: 99%

Satisfaction of Basic Psychological Needs Leads to Better Academic Performance via Increased Psychological Capital: A Three-Wave Longitudinal Study Among High School Students

et al. 2019

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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.

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Section: Introductionmentioning

confidence: 99%

Satisfaction of Basic Psychological Needs Leads to Better Academic Performance via Increased Psychological Capital: A Three-Wave Longitudinal Study Among High School Students

et al. 2019

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“…Future focus, therefore, drives college students to draw on many resources to exercise self‐control (Zhoc et al, 2019), overcome difficulties, and maintain attention on their desired goal (Andre et al, 2019; Hobfoll et al, 2018). Students who are positive about their future demonstrate the highest standards of study efforts and engagement (Carmona‐Halty et al, 2019; Siu et al, 2014). Suddendorf and Busby (2005) also reported that future‐focused individuals are more prone to pursue long‐term goals.…”

Section: Introductionmentioning

confidence: 99%

How does future focus promote study engagement? A moderated mediation model of self‐esteem and dispositional awe

Zhang

Feng

2020

Psychology in the Schools

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Sufficient engagement in studying promotes students' academic performance and ability to compete in the job market. In this study, we explore the role of future focus and dispositional awe in stimulating college students' study engagement. To examine our hypotheses, we conducted a questionnaire survey with 237 students from a national college in China. The results indicate that future focus is positively related to study engagement and that self-esteem mediates this relationship. Moreover, the mediating effect of self-esteem is moderated by dispositional awe such that the mediation relationship is weaker when the level of awe is higher. Implications and directions for future research are discussed. K E Y W O R D S dispositional awe, future focus, self-esteem, study engagement 1 | INTRODUCTION "You have to study hard for a better future!" Students have always heard these words from their teachers or parents and it's a common and effective incentive. Besides, scholars reveal that focusing on one's future is the key to goal pursuit in meaningful life (Andre et al., 2019). However, numerous students are indulged in the present temptation (e.g., internet or social networking sites) when they come to colleges. These activities may have many negative effects on study engagement, such as skipping class, playing games in classes, losing interest in learning, refusing to participate in social activities, and even dropping out (Li et al., 2019; Wang et al., 2018). These students ignore the truth that higher education is future-oriented as it contains the utility

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“…Both groups of participants indicated that undergraduate students typically seek services reactively to address their mental health concerns once they are already stressed, indicating a gap in proactive, resilience-focused, upstream efforts at post-secondary institutions to prevent the deleterious effects of stress from initially occurring. Programs adopting a positive psychology framework, which emphasizes cultivating students' strengths and resources, have been found to improve their performances and well-being across several life domains [40,41]. This focus is often absent at post-secondary institutions, calling for further research to deepen the understanding of these approaches and provide targeted proactive mental health interventions across campus, to help diminish stress and improve academic success [11].…”

Section: Discussionmentioning

confidence: 99%

Exploration of Factors Affecting Post-Secondary Students’ Stress and Academic Success: Application of the Socio-Ecological Model for Health Promotion

Lisnyj

Pearl

McWhirter

et al. 2021

IJERPH

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Overview: There has been an increase in the frequency and severity of stress experienced by Canadian post-secondary students, which has adverse implications on their academic success. This work applied the socio-ecological model for health promotion to explore the contextual factors that influence this relationship at the individual, interpersonal, institutional, community, and public policy levels. Methods: Using a qualitative, phenomenological approach, we conducted 38 semi-structured interviews with undergraduate students and on-campus staff who provide services to this population at a post-secondary institution in Southwestern Ontario, Canada. Thematic analysis inductively identified overarching themes among participants’ perspectives. Results: Several positive and negative factors were identified at each socio-ecological model level, demonstrating the complex interplay of demographic, psychological, emotional, social, physical, and academic factors impacting students’ academic stress. Conclusions: A lack of communication and knowledge seems to underlie many factors, highlighting the need to strengthen communication strategies to promote awareness, accessibility, and availability of services and programs on campus. Results also pointed to focusing on proactive, resilience-focused, upstream mental health promotion efforts at post-secondary institutions to reduce stress and improve academic success. This knowledge can help Canadian campuses better address students’ needs.

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

Cited by 101 publications

References 55 publications

Satisfaction of Basic Psychological Needs Leads to Better Academic Performance via Increased Psychological Capital: A Three-Wave Longitudinal Study Among High School Students

Satisfaction of Basic Psychological Needs Leads to Better Academic Performance via Increased Psychological Capital: A Three-Wave Longitudinal Study Among High School Students

How does future focus promote study engagement? A moderated mediation model of self‐esteem and dispositional awe

Exploration of Factors Affecting Post-Secondary Students’ Stress and Academic Success: Application of the Socio-Ecological Model for Health Promotion

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