The mediating role of psychological flexibility on the relationship between academic emotions, academic engagement, and academic achievement among university students
Previous literature has proven the positive relationship of academic emotions, academic engagement and academic achievement. However, less is known about the impact of what students do in response to this emotions - that is, their psychological flexibility- on academic engagement and achievement. Th...
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2025-07-01
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| Series: | Frontiers in Psychology |
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| Online Access: | https://www.frontiersin.org/articles/10.3389/fpsyg.2025.1571717/full |
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| author | Ginesa López-Crespo Goshgar Mursalzade Noelia Sánchez-Pérez Sonsoles Valdivia-Salas |
| author_facet | Ginesa López-Crespo Goshgar Mursalzade Noelia Sánchez-Pérez Sonsoles Valdivia-Salas |
| author_sort | Ginesa López-Crespo |
| collection | DOAJ |
| description | Previous literature has proven the positive relationship of academic emotions, academic engagement and academic achievement. However, less is known about the impact of what students do in response to this emotions - that is, their psychological flexibility- on academic engagement and achievement. Therefore, the main purpose of the present study was to investigate the role of psychological flexibility in the relationship between academic emotions, engagement and achievement in a sample of university students. With this purpose, 261 psychology students, aged 18 to 26, participated in a cross-sectional survey study. The results of the study revealed a significant mediator role of psychological flexibility between the academic emotions of enjoyment and study academic achievement. Specifically, enjoyment was related to academic achievement both directly and indirectly through psychological flexibility. In contrast, study boredom did not have a direct relationship with academic achievement, but an indirect relationship mediated both by psychological flexibility and by the influence of psychological flexibility on engagement. These findings highlight the importance of psychological flexibility in the academic environment, showing its potential to help students to improve their academic performance regardless of the valence of the emotion experienced during their studies. |
| format | Article |
| id | doaj-art-b9b0620f627c471b8210bdfd6a4efb08 |
| institution | Kabale University |
| issn | 1664-1078 |
| language | English |
| publishDate | 2025-07-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj-art-b9b0620f627c471b8210bdfd6a4efb082025-08-20T03:28:02ZengFrontiers Media S.A.Frontiers in Psychology1664-10782025-07-011610.3389/fpsyg.2025.15717171571717The mediating role of psychological flexibility on the relationship between academic emotions, academic engagement, and academic achievement among university studentsGinesa López-CrespoGoshgar MursalzadeNoelia Sánchez-PérezSonsoles Valdivia-SalasPrevious literature has proven the positive relationship of academic emotions, academic engagement and academic achievement. However, less is known about the impact of what students do in response to this emotions - that is, their psychological flexibility- on academic engagement and achievement. Therefore, the main purpose of the present study was to investigate the role of psychological flexibility in the relationship between academic emotions, engagement and achievement in a sample of university students. With this purpose, 261 psychology students, aged 18 to 26, participated in a cross-sectional survey study. The results of the study revealed a significant mediator role of psychological flexibility between the academic emotions of enjoyment and study academic achievement. Specifically, enjoyment was related to academic achievement both directly and indirectly through psychological flexibility. In contrast, study boredom did not have a direct relationship with academic achievement, but an indirect relationship mediated both by psychological flexibility and by the influence of psychological flexibility on engagement. These findings highlight the importance of psychological flexibility in the academic environment, showing its potential to help students to improve their academic performance regardless of the valence of the emotion experienced during their studies.https://www.frontiersin.org/articles/10.3389/fpsyg.2025.1571717/fullpsychological flexibilityacademic engagementacademic emotionsacademic achievementmediation analysis |
| spellingShingle | Ginesa López-Crespo Goshgar Mursalzade Noelia Sánchez-Pérez Sonsoles Valdivia-Salas The mediating role of psychological flexibility on the relationship between academic emotions, academic engagement, and academic achievement among university students Frontiers in Psychology psychological flexibility academic engagement academic emotions academic achievement mediation analysis |
| title | The mediating role of psychological flexibility on the relationship between academic emotions, academic engagement, and academic achievement among university students |
| title_full | The mediating role of psychological flexibility on the relationship between academic emotions, academic engagement, and academic achievement among university students |
| title_fullStr | The mediating role of psychological flexibility on the relationship between academic emotions, academic engagement, and academic achievement among university students |
| title_full_unstemmed | The mediating role of psychological flexibility on the relationship between academic emotions, academic engagement, and academic achievement among university students |
| title_short | The mediating role of psychological flexibility on the relationship between academic emotions, academic engagement, and academic achievement among university students |
| title_sort | mediating role of psychological flexibility on the relationship between academic emotions academic engagement and academic achievement among university students |
| topic | psychological flexibility academic engagement academic emotions academic achievement mediation analysis |
| url | https://www.frontiersin.org/articles/10.3389/fpsyg.2025.1571717/full |
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