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Post-1990s College Students Academic Sustainability: The Role of Negative Emotions, Achievement Goals, and Self-efficacy on Academic Performance

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  • Xinqiao Liu

    (Graduate School of Education, Peking University, Beijing 100871, China
    China Institute for Educational Finance Research, Peking University, Beijing 100871, China)

  • Xueheng Gao

    (Graduate School of Education, Peking University, Beijing 100871, China)

  • Siqing Ping

    (Department of Public Administration; Guangzhou Administration School, Guangzhou 510070, China)

Abstract

In 1982, the “one-child policy” was implemented by China’s Constitution, which led to the majority of post-1990s college students in China being the only child in their family. Unique characteristics have been demonstrated in psychological development of post-1990s Chinese college students due to the lack of sibling companionship, and the relationship between their psychological state and academic performance can affect their future academic sustainability. This paper used Beijing College Students Panel Survey (BCSPS) data to study the role of negative emotions, achievement goals, and academic self-efficacy on academic performance and gives a panoramic description of the China’s post-1990s college students’ psychological states based on the four-year data of more than 2000 college students who enrolled in 2008. We then used regression analysis and a two-way fixed effect model to study the effects of the psychological state on academic performance. The research conclusions of the study are as follows: (1) The levels of negative emotions, achievement goals, and academic self-efficacy vary according to the grade and gender of college students; (2) among all negative emotions discussed, only anxiety presents a significant predictive effect on academic performance, while the effect of stress and depression is not significant; (3) the presence of level of mastery–approach goals is higher than the other three achievement goals, and college students’ academic self-efficacy keeps decreasing from freshman to junior year; (4) performance–approach goals and academic self-efficacy are identified as having a significant promoting effect on academic performance; (5) mastery–avoidance goals and performance–avoidance goals are proven to have a negative effect on academic performance. This paper discusses the contribution of the psychological sustainability and sustainable development to college students’ academic performance from a primary intervention perspective. We believe that it is feasible to improve academic achievement by improving noncognitive factors, such as mental state, to achieve academic sustainability.

Suggested Citation

  • Xinqiao Liu & Xueheng Gao & Siqing Ping, 2019. "Post-1990s College Students Academic Sustainability: The Role of Negative Emotions, Achievement Goals, and Self-efficacy on Academic Performance," Sustainability, MDPI, vol. 11(3), pages 1-18, February.
    • Handle: RePEc:gam:jsusta:v:11:y:2019:i:3:p:775-:d:202940
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    References listed on IDEAS

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    1. Zeki Akinci & Gulseren Yurcu & Yakin Ekin, 2018. "Relationships between Student Personality Traits, Mobbing, and Depression within the Context of Sustainable Tourism Education: The Case of a Faculty of Tourism," Sustainability, MDPI, vol. 10(10), pages 1-23, September.
    2. Sumaira Kayani & Tayyaba Kiyani & Jin Wang & María Luisa Zagalaz Sánchez & Saima Kayani & Haroona Qurban, 2018. "Physical Activity and Academic Performance: The Mediating Effect of Self-Esteem and Depression," Sustainability, MDPI, vol. 10(10), pages 1-17, October.
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    Cited by:

    1. Xinqiao Liu & Siqing Ping & Wenjuan Gao, 2019. "Changes in Undergraduate Students’ Psychological Well-Being as They Experience University Life," IJERPH, MDPI, vol. 16(16), pages 1-14, August.
    2. Diego Bellini & Alberto Crescentini & Giovanna Zanolla & Serena Cubico & Giuseppe Favretto & Lorenzo Faccincani & Piermatteo Ardolino & Giovanna Gianesini, 2019. "Mathematical Competence Scale (MCS) for Primary School: The Psychometric Properties and the Validation of an Instrument to Enhance the Sustainability of Talents Development through the Numeracy Skills," Sustainability, MDPI, vol. 11(9), pages 1-13, May.
    3. Aitana Fernández-Sogorb & María Vicent & Carolina Gonzálvez & Ricardo Sanmartín & Antonio Miguel Pérez-Sánchez & José Manuel García-Fernández, 2020. "Attributional Style in Mathematics across Anxiety Profiles in Spanish Children," Sustainability, MDPI, vol. 12(3), pages 1-11, February.
    4. María Pilar Aparicio-Flores & José María Esteve-Faubel & Rosa Pilar Esteve-Faubel & José Daniel Álvarez-Teruel, 2020. "High Academic Self-Efficacy and Dispositional Empathy in Future Teachers," Sustainability, MDPI, vol. 12(17), pages 1-16, August.
    5. Cristina Alvarez-Peregrina & Cesar Villa-Collar & Cristina Andreu-Vázquez & Miguel Ángel Sánchez-Tena, 2021. "Influence of Vision on Educational Performance: A Multivariate Analysis," Sustainability, MDPI, vol. 13(8), pages 1-7, April.

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