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How Psychological Capital Mediates Between Study–Related Positive Emotions and Academic Performance

Author

Listed:
  • Marcos Carmona–Halty

    (Universidad de Tarapacá
    Centro de Investigación para la Educación Inclusiva (CIEI))

  • Marisa Salanova

    (Universitat Jaume I)

  • Susana Llorens

    (Universitat Jaume I)

  • Wilmar B. Schaufeli

    (KU Leuven
    Utrecht University)

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.

Suggested Citation

  • Marcos Carmona–Halty & Marisa Salanova & Susana Llorens & Wilmar B. Schaufeli, 2019. "How Psychological Capital Mediates Between Study–Related Positive Emotions and Academic Performance," Journal of Happiness Studies, Springer, vol. 20(2), pages 605-617, February.
    • Handle: RePEc:spr:jhappi:v:20:y:2019:i:2:d:10.1007_s10902-018-9963-5
    DOI: 10.1007/s10902-018-9963-5
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    References listed on IDEAS

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    1. John F. Y. Brookfield, 2001. "Predicting the future," Nature, Nature, vol. 411(6841), pages 999-999, June.
    2. Oi Siu & Arnold Bakker & Xinhui Jiang, 2014. "Psychological Capital Among University Students: Relationships with Study Engagement and Intrinsic Motivation," Journal of Happiness Studies, Springer, vol. 15(4), pages 979-994, August.
    3. Marisa Salanova & Arnold Bakker & Susana Llorens, 2006. "Flow at Work: Evidence for an Upward Spiral of Personal and Organizational Resources," Journal of Happiness Studies, Springer, vol. 7(1), pages 1-22, March.
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    Cited by:

    1. Xiang Feng & Yaojia Wei & Xianglin Pan & Longhui Qiu & Yongmei Ma, 2020. "Academic Emotion Classification and Recognition Method for Large-scale Online Learning Environment—Based on A-CNN and LSTM-ATT Deep Learning Pipeline Method," IJERPH, MDPI, vol. 17(6), pages 1-16, March.
    2. Marta Estrada & Diego Monferrer & Alma Rodríguez & Miguel Ángel Moliner, 2021. "Does Emotional Intelligence Influence Academic Performance? The Role of Compassion and Engagement in Education for Sustainable Development," Sustainability, MDPI, vol. 13(4), pages 1-18, February.
    3. Yajun Wu & Xia Kang, 2023. "Construct Validation and Prediction of the School Psychological Capital in Two Chinese Cultural Contexts," SAGE Open, , vol. 13(3), pages 21582440231, July.
    4. Clara Martinez-Perez & Cristina Alvarez-Peregrina & Cesar Villa-Collar & Miguel Ángel Sánchez-Tena, 2020. "Current State and Future Trends: A Citation Network Analysis of the Academic Performance Field," IJERPH, MDPI, vol. 17(15), pages 1-24, July.
    5. Giuseppe Santisi & Ernesto Lodi & Paola Magnano & Rita Zarbo & Andrea Zammitti, 2020. "Relationship between Psychological Capital and Quality of Life: The Role of Courage," Sustainability, MDPI, vol. 12(13), pages 1-14, June.
    6. Ramón Gómez-Chacón & Nicolás Fernández-Martínez & Pablo Gálvez-Ruiz, 2021. "Healthy Students: Adaptation and Validation of the Instrument from the Workplace to the Educational Field," Sustainability, MDPI, vol. 13(3), pages 1-12, January.

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