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

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  • Jekaterina Rogaten

    (University of the Arts)

  • Giovanni B. Moneta

    (London Metropolitan University)

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.

Suggested Citation

  • Jekaterina Rogaten & Giovanni B. Moneta, 2017. "Positive and Negative Structures and Processes Underlying Academic Performance: A Chained Mediation Model," Journal of Happiness Studies, Springer, vol. 18(4), pages 1095-1119, August.
    • Handle: RePEc:spr:jhappi:v:18:y:2017:i:4:d:10.1007_s10902-016-9765-6
    DOI: 10.1007/s10902-016-9765-6
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    References listed on IDEAS

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    1. Jekaterina Rogaten & Giovanni Moneta & Marcantonio Spada, 2013. "Academic Performance as a Function of Approaches to Studying and Affect in Studying," Journal of Happiness Studies, Springer, vol. 14(6), pages 1751-1763, December.
    2. Angus Duff, 2004. "Understanding academic performance and progression of first-year accounting and business economics undergraduates: the role of approaches to learning and prior academic achievement," Accounting Education, Taylor & Francis Journals, vol. 13(4), pages 409-430.
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