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

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

doi:10.1007/s10902-018-9963-5

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

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

Work and Organizational Psychology: Occupational Health Psychology

Universidad de Tarapacá
Centro de Investigación para la Educación Inclusiva (CIEI)
Jaume I University
Research Unit Occupational & Organizational Psychology and Professional Learning
KU Leuven
Department of Psychology
Utrecht University

Research output: Contribution to journal › Article › Academic › peer-review

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.

Original language	English
Pages (from-to)	605-617
Journal	Journal of Happiness Studies
Volume	20
Issue number	2
DOIs	https://doi.org/10.1007/s10902-018-9963-5
Publication status	Published - Feb 2019

Keywords

Academic performance
Positive emotions
Psychological capital

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10.1007/s10902-018-9963-5

CarmonaHalty2019_Article_HowPsychologicalCapitalMediateFinal published version, 749 KBLicence: Taverne

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title = "How Psychological Capital Mediates Between Study–Related Positive Emotions and Academic Performance",

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{\textquoteright} 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.",

keywords = "Academic performance, Positive emotions, Psychological capital",

author = "Marcos Carmona–Halty and Marisa Salanova and Susana Llorens and Schaufeli, \{Wilmar B.\}",

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language = "English",

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T1 - How Psychological Capital Mediates Between Study–Related Positive Emotions and Academic Performance

AU - Carmona–Halty, Marcos

AU - Salanova, Marisa

AU - Llorens, Susana

AU - Schaufeli, Wilmar B.

PY - 2019/2

Y1 - 2019/2

N2 - 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.

AB - 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.

KW - Academic performance

KW - Positive emotions

KW - Psychological capital

UR - https://www.scopus.com/pages/publications/85040640227

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DO - 10.1007/s10902-018-9963-5

M3 - Article

AN - SCOPUS:85040640227

SN - 1389-4978

VL - 20

SP - 605

EP - 617

JO - Journal of Happiness Studies

JF - Journal of Happiness Studies

IS - 2

ER -

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

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