Month: June 2021

New article on basic needs and academic performance

This brief report proposes a model in which academic psychological capital (PsyCap) mediates between the satisfaction of student’s basic psychological needs and their academic performance, as assessed by students’ GPA. Participants were 407 adolescents, aged 12–18, recruited from three Chilean schools. Through structural equation modeling, direct and indirect effects were calculated. Results show that academic […]

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New article on student engagement and academic performance

The present study examined the relationship between positive emotions and academic performance, and the mediated role played by academic psychological capital and academic engagement, in a sample of 497 Chilean high school students. Participant’s ages ranged from 14 to 17 years old, with a mean of 15.71 (SD = 1.15). Findings supported our hypothesized model […]

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