Positive Emotions, Autonomy Support and Academic Performance of University Students: The Mediating Role of Academic Engagement and Self-efficacy

95 citations recorded by the source corpus.

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

Coping, academic engagement and performance in university students (2018, background): “Previous research reported that academic engagement mediates the relationship between academic performance and resources such as emotional intelligence, positive emotions and selfefficacy (Oriol-Granado et al., 2017; Ouweneel et al., 2013; Serrano & Andreu, 2016).”
Linking positive emotions and academic performance: The mediated role of academic psychological capital and academic engagement (2019, background): “…on the B&B theory (Fredrikson 1998), we found that students who more frequently experienced positive emotions related to their studies were more likely to report higher levels of personal resources in the form of PsyCap (Oriol-Granado et al. 2017; Ouweneel et al. 2011; Salanova et al. 2011).”
The role of perceived autonomy support in predicting university students’ academic success mediated by academic self-efficacy and school engagement (2019, methodology): “The results found in our work also present certain parallelism with those obtained by Oriol-Granado et al. (2017) with self-efficacy and school engagement acting as mediators in predicting academic performance from positive emotions and perceived autonomy support.”