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

被引：94

作者：

Carmona-Halty, Marcos ^{[1
,2
]}

Salanova, Marisa ^{[3
]}

Llorens, Susana ^{[3
]}

Schaufeli, Wilmar B. ^{[4
,5
]}

机构：

[1] Univ Tarapaca, Escuela Psicol & Filosofia, Avda 18 Septiembre 2222, Arica, Chile

[2] CIEI, Vina Del Mar, Chile

[3] Univ Jaume 1, WANT Res Team, Castellon De La Plana, Spain

[4] Katholieke Univ Leuven, Res Unit Occupat & Org Psychol & Profess Learning, Louvain, Belgium

[5] Univ Utrecht, Dept Psychol, Utrecht, Netherlands

来源：

JOURNAL OF HAPPINESS STUDIES | 2019年 / 20卷 / 02期

关键词：

Positive emotions; Psychological capital; Academic performance; SELF-EFFICACY; STUDENTS; ACHIEVEMENT; RESOURCES; IMPACT; HOPE; OPTIMISM; BROADEN; SUCCESS; GOALS;

D O I：

10.1007/s10902-018-9963-5

中图分类号：

B84 [心理学];

学科分类号：

04 ; 0402 ;

摘要：

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 17years old was used. Through structural equation modelling (SEM),as hypothesizeda 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.

引用

页码：605 / 617

页数：13

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