A longitudinal study: Affective wellbeing, psychological wellbeing, self-efficacy and academic performance among first-year undergraduate students.

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ID: 91649
2020
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Abstract
Students' mental health have a greatest impact on wellbeing and academic performance, also is often affected adaptation to the university life. This study examines the proportion of students with a positive and negative affect balance, and the relationship between affective wellbeing and academic self-efficacy and performance. It also analyzes how psychological wellbeing and academic self-efficacy predict affective wellbeing and academic performance. In a sample of 200 undergraduate students (M = 19.07 years), it was found that positive affect decreased and negative affect increased during the second academic year. The majority had a positive affect balance (AB). Psychological wellbeing predicts positive emotions and its achievement dimension predicts academic performance. 53% of participating students maintained a positive AB, 14% maintained a negative AB and 21% went from a negative to a positive AB one. The change from a positive to a negative AB (10%) is associated with an increase in psychological wellbeing, suggesting a process of post-stress growth in relation to the challenges of university life.
Reference Key
coborendn2020ascandinavian Use this key to autocite in the manuscript while using SciMatic Manuscript Manager or Thesis Manager
Authors Cobo-Rendón, Rubia;Pérez-Villalobos, María V;Páez-Rovira, Darío;Gracia-Leiva, Marcela;
Journal Scandinavian journal of psychology
Year 2020
DOI
10.1111/sjop.12618
URL
Keywords
psychological wellbeing university students affective wellbeing academic self-efficacy

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