How Psychological Capital Mediates Between Study–Related Positive Emotions and Academic Performance
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How Psychological Capital Mediates Between Study–Related Positive Emotions and Academic PerformanceData de publicació
2018-01Editor
SpringerCita bibliogràfica
Carmona–Halty, M., Salanova, M., Llorens, S. et al. J Happiness Stud (2018). https://doi.org/10.1007/s10902-018-9963-5Tipus de document
info:eu-repo/semantics/articleVersió de l'editorial
https://link.springer.com/article/10.1007/s10902-018-9963-5#enumerationVersió
info:eu-repo/semantics/acceptedVersionParaules clau / Matèries
Resum
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. ... [+]
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. [-]
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© Springer Science+Business Media B.V., part of Springer Nature 2018
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info:eu-repo/semantics/openAccess
http://rightsstatements.org/vocab/InC/1.0/
info:eu-repo/semantics/openAccess
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