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. 2020 Aug;61(4):518-526.
doi: 10.1111/sjop.12618. Epub 2020 Feb 5.

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

Rubia Cobo-Rendón  1 , María V Pérez-Villalobos  1 , Darío Páez-Rovira  2   3 , Marcela Gracia-Leiva  2
Affiliations

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

Rubia Cobo-Rendón et al. Scand J Psychol. 2020 Aug.

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.

Keywords: Affective wellbeing; academic self-efficacy; psychological wellbeing; university students.

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