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Is emotional functioning related to academic achievement among university students? Results from a cross-sectional Iranian sample
OBJECTIVE: Whereas several studies have predicted academic achievement (AA) as a function of favorable cognitive factors and low negative emotional functioning (such as depression and anxiety), little is known about its associations with cognitive-emotional states of positive emotional functioning,...
Autores principales: | , , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Associação Brasileira de Psiquiatria
2018
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6899408/ https://www.ncbi.nlm.nih.gov/pubmed/29538489 http://dx.doi.org/10.1590/1516-4446-2017-2434 |
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author | Bahmani, Dena Sadeghi Faraji, Parviz Faraji, Robab Lang, Undine E. Holsboer-Trachsler, Edith Brand, Serge |
author_facet | Bahmani, Dena Sadeghi Faraji, Parviz Faraji, Robab Lang, Undine E. Holsboer-Trachsler, Edith Brand, Serge |
author_sort | Bahmani, Dena Sadeghi |
collection | PubMed |
description | OBJECTIVE: Whereas several studies have predicted academic achievement (AA) as a function of favorable cognitive factors and low negative emotional functioning (such as depression and anxiety), little is known about its associations with cognitive-emotional states of positive emotional functioning, such as social satisfaction. The present study sought to evaluate associations of AA with dimensions of negative and positive emotional functioning. METHOD: This cross-sectional study enrolled 275 students (mean age, 21.24 years; 66.1% females), who completed questionnaires covering sociodemographic parameters and AA scores, as well as measures of loneliness and depression (representing negative emotional functioning) and social satisfaction (representing positive emotional functioning). RESULTS: Lower scores for negative and higher scores for positive emotional functioning were associated with higher AA scores. Multiple regression analysis showed that AA was predicted independently by both low negative and high positive emotional functioning. No gender differences were observed. CONCLUSIONS: The pattern of results observed in this study suggests that opposing dimensions of emotional functioning are independently related to AA. Students, educators, and health professionals dealing with students should focus both on increasing social satisfaction and on decreasing feelings of loneliness and depression. |
format | Online Article Text |
id | pubmed-6899408 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2018 |
publisher | Associação Brasileira de Psiquiatria |
record_format | MEDLINE/PubMed |
spelling | pubmed-68994082019-12-30 Is emotional functioning related to academic achievement among university students? Results from a cross-sectional Iranian sample Bahmani, Dena Sadeghi Faraji, Parviz Faraji, Robab Lang, Undine E. Holsboer-Trachsler, Edith Brand, Serge Braz J Psychiatry Original Article OBJECTIVE: Whereas several studies have predicted academic achievement (AA) as a function of favorable cognitive factors and low negative emotional functioning (such as depression and anxiety), little is known about its associations with cognitive-emotional states of positive emotional functioning, such as social satisfaction. The present study sought to evaluate associations of AA with dimensions of negative and positive emotional functioning. METHOD: This cross-sectional study enrolled 275 students (mean age, 21.24 years; 66.1% females), who completed questionnaires covering sociodemographic parameters and AA scores, as well as measures of loneliness and depression (representing negative emotional functioning) and social satisfaction (representing positive emotional functioning). RESULTS: Lower scores for negative and higher scores for positive emotional functioning were associated with higher AA scores. Multiple regression analysis showed that AA was predicted independently by both low negative and high positive emotional functioning. No gender differences were observed. CONCLUSIONS: The pattern of results observed in this study suggests that opposing dimensions of emotional functioning are independently related to AA. Students, educators, and health professionals dealing with students should focus both on increasing social satisfaction and on decreasing feelings of loneliness and depression. Associação Brasileira de Psiquiatria 2018-03-12 /pmc/articles/PMC6899408/ /pubmed/29538489 http://dx.doi.org/10.1590/1516-4446-2017-2434 Text en http://creativecommons.org/licenses/by-nc/4.0/ This is an Open Access article distributed under the terms of the Creative Commons Attribution Non-Commercial License, which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited. |
spellingShingle | Original Article Bahmani, Dena Sadeghi Faraji, Parviz Faraji, Robab Lang, Undine E. Holsboer-Trachsler, Edith Brand, Serge Is emotional functioning related to academic achievement among university students? Results from a cross-sectional Iranian sample |
title | Is emotional functioning related to academic achievement among university students? Results from a cross-sectional Iranian sample |
title_full | Is emotional functioning related to academic achievement among university students? Results from a cross-sectional Iranian sample |
title_fullStr | Is emotional functioning related to academic achievement among university students? Results from a cross-sectional Iranian sample |
title_full_unstemmed | Is emotional functioning related to academic achievement among university students? Results from a cross-sectional Iranian sample |
title_short | Is emotional functioning related to academic achievement among university students? Results from a cross-sectional Iranian sample |
title_sort | is emotional functioning related to academic achievement among university students? results from a cross-sectional iranian sample |
topic | Original Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6899408/ https://www.ncbi.nlm.nih.gov/pubmed/29538489 http://dx.doi.org/10.1590/1516-4446-2017-2434 |
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