Positive and Negative Structures and Processes Underlying Academic Performance: A Chained Mediation Model

Jekaterina Rogaten and Giovanni B. Moneta ()
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Jekaterina Rogaten: University of the Arts
Giovanni B. Moneta: London Metropolitan University

Journal of Happiness Studies, 2017, vol. 18, issue 4, No 10, 1095-1119

Abstract: Abstract This study proposed and tested a comprehensive, chained mediation model of university students’ academic performance. The hypothesized model included adaptive-positive and maladaptive-negative submodels. The structures and processes in the adaptive-positive submodel were hypothesized to facilitate students’ academic performance, whereas the structures and processes in the maladaptive-negative submodel were hypothesized to undermine it. A sample of 373 university students completed a set of questionnaires measuring their approaches to studying, positive and negative affect, evaluation anxiety, use of creative cognition, motivational orientations, and adaptive and maladaptive metacognitions. Participants’ end-of-semester and prior semester academic performance was retrieved from the university registry. A structural equation model explained 90 % of the variance in students’ future academic performance, supported all but one hypothesized intermediate paths, and revealed that only positive affect in studying and prior academic performance predict directly future academic performance. The theoretical and practical implications of these findings are outlined.

Keywords: Academic performance; Approaches to studying; Evaluation anxiety; Metacognition; Motivation; Negative affect; Positive affect; University students; Use of creative cognition (search for similar items in EconPapers)
Date: 2017
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DOI: 10.1007/s10902-016-9765-6

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