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Academic Performance as a Function of Approaches to Studying and Affect in Studying

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  • Jekaterina Rogaten
  • Giovanni Moneta
  • Marcantonio Spada

Abstract

Based on the model of approaches to studying and the control-process model of self-regulation of behavior, it was hypothesized that students’ strategic approaches to studying and positive affect in studying would be positively associated with academic performance, whereas students’ surface approach to studying and negative affect in studying would be negatively associated with academic performance. A sample of 406 undergraduate students completed the Approaches and Study Skills Inventory for Students, the Positive and Negative Affect Schedule, and the Evaluation Anxiety Scale, and their end-of-semester and past semester academic performance were recorded. Regression analyses controlling for past semester performance and evaluation anxiety showed that positive affect predicted better examination grades, coursework grades and Grade Point Average, negative affect measured in the second half of a semester predicted worse examination grades and Grade Point Average, whereas approaches to studying did not predict performance. The implications of the findings are outlined. Copyright Springer Science+Business Media Dordrecht 2013

Suggested Citation

  • Jekaterina Rogaten & Giovanni Moneta & Marcantonio Spada, 2013. "Academic Performance as a Function of Approaches to Studying and Affect in Studying," Journal of Happiness Studies, Springer, vol. 14(6), pages 1751-1763, December.
    • Handle: RePEc:spr:jhappi:v:14:y:2013:i:6:p:1751-1763
    DOI: 10.1007/s10902-012-9408-5
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    References listed on IDEAS

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    1. Carver, Charles S. & Scheier, Michael F., 2000. "Scaling back goals and recalibration of the affect system are processes in normal adaptive self-regulation: understanding 'response shift' phenomena," Social Science & Medicine, Elsevier, vol. 50(12), pages 1715-1722, June.
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    Cited by:

    1. Jesus Alfonso D. Datu, 2018. "Flourishing is Associated with Higher Academic Achievement and Engagement in Filipino Undergraduate and High School Students," Journal of Happiness Studies, Springer, vol. 19(1), pages 27-39, January.
    2. Dmitri Rozgonjuk & Kristiina Saal & Karin Täht, 2018. "Problematic Smartphone Use, Deep and Surface Approaches to Learning, and Social Media Use in Lectures," IJERPH, MDPI, vol. 15(1), pages 1-11, January.
    3. Sandeep Singh & Anand Sapre & Swati Kewlani, 2016. "Differential Priming of Gender and Coupling of Affect and Cognition in Anthropomorphic Stimulation," Metamorphosis: A Journal of Management Research, , vol. 15(2), pages 91-101, December.
    4. Jekaterina Rogaten & Giovanni B. Moneta, 2017. "Positive and Negative Structures and Processes Underlying Academic Performance: A Chained Mediation Model," Journal of Happiness Studies, Springer, vol. 18(4), pages 1095-1119, August.
    5. Maria Rita Sergi & Laura Picconi & Alessandra Fermani & Ramona Bongelli & Sara Lezzi & Aristide Saggino & Marco Tommasi, 2023. "The Mediating Role of Positive and Negative Affect in the Relationship between Death Anxiety and Italian Students’ Perceptions of Distance Learning Quality during the COVID-19 Pandemic," Societies, MDPI, vol. 13(7), pages 1-15, July.

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