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 […]
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 […]
New publication about positive emotions, psychological capital and academic performance
The present study, based on Broaden & Build theory of positive emotions, 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. A s expected, a statistically significant indirect […]
New publication on academic performance
Academic Psychological Capital, or PsyCap, – a set of positive psychological resources encompassing hope, efficacy, resilience, and optimism – has begun to gain attention in academia, showing positive relationships with desirable academic outcomes. In the present study, we examine whether academic PsyCap mediates between teacher-student relationships and academic performance as assessed by student’s GPA, using […]