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Rogaten, Jekaterina and Moneta, Giovanni B. (2016) Positive and negative structures and processes underlying academic performance: a chained mediation model. Journal of Happiness Studies. ISSN 1389-4978
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.
![[thumbnail of [A65] Journal of Happiness Studies 2016 (AAM).doc]](https://repository.londonmet.ac.uk/style/images/fileicons/text.png "[A65] Journal of Happiness Studies 2016 (AAM).doc")
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