How study-related positive emotions and academic psychological capital mediate between teacher-student relationship and academic performance: a four-wave study among high school students
Year: 2024
Type: article
Study design: Observational Study
Abstract: This article presents a theory-driven model in which teacher-student relationships and academic performance are indirectly related through study-related positive emotions and academic psychological capital. A sample of 1,054 Chilean high school students (50.4% females) aged 12–17 (M = 14.46, SD = 1.74) participated in the study. Through structural equation modeling, the direct and indirect effects of the proposed model were calculated. The results show that study-related positive emotions and academic psychological capital mediate between the teacher-student relationship and academic performance. These results have significant implications for improving teaching competencies through positive psychological interventions aimed at developing skills in students and thus improving students' academic performance and general well-being in educational settings.
Source: Frontiers in Psychology
Language: English
Subfield: Experimental and Cognitive Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: gold
Estimated APC paid: $3,295
Funder: Universidad de Tarapacá
OpenAlex ID: W4402020952