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BRIEF RESEARCH REPORT article

Front. Psychol.
Sec. Positive Psychology
Volume 15 - 2024 | doi: 10.3389/fpsyg.2024.1419045

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

Provisionally accepted
Marcos Carmona-Halty Marcos Carmona-Halty 1*Karina Alarcón Karina Alarcón 1Carla N. Semir Gonzalez Carla N. Semir Gonzalez 1Geraldy Sepulveda-Páez Geraldy Sepulveda-Páez 1Patricio Mena-Chamorro Patricio Mena-Chamorro 1Pamela Barrueto Opazo Pamela Barrueto Opazo 1Marisa Salanova Marisa Salanova 2
  • 1 Escuela de Psicología y Filosofía, Universidad de Tarapacá, Arica, Chile
  • 2 WANT Research Team, Universitat Jaume I, Castellón de la Plana, Spain

The final, formatted version of the article will be published soon.

    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 to 17 (M = 14.46, SD = 1.74) participated in the study. Through structural equation modelling, 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. The outcomes are significant for enhancing teaching skills through positive psychological interventions aimed at developing skills in students and thus improving students' academic performance and general well-being in educational settings.

    Keywords: teacher-student relationship, study-related positive emotions, academic PsyCap, academic performance, High school students

    Received: 17 Apr 2024; Accepted: 30 Jul 2024.

    Copyright: © 2024 Carmona-Halty, Alarcón, Semir Gonzalez, Sepulveda-Páez, Mena-Chamorro, Barrueto Opazo and Salanova. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

    * Correspondence: Marcos Carmona-Halty, Escuela de Psicología y Filosofía, Universidad de Tarapacá, Arica, Chile

    Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.