Few studies have assessed the particular relationships between students’ emotional well-being, both positive and negative and their learning. This study followed a cohort of mature students through their first semester at university. Four dimensions of emotional well-being were captured (enthusiasm, contentment, anxiety and depression) at three points in time during the semester. In addition, at the end of the semester, assessments were made of learning behaviours, affect and academic achievement. Emotional well-being fluctuated during the semester and each of the four dimensions exhibited a unique and predictive pattern of relationships with the suite of outcome measures. The findings highlight the importance of emotional well-being in shaping active engagement in learning and in determining affective and academic outcomes. The results are interpreted and the implications for the design of learning environments and teaching practice are outlined.

中文翻译：

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情绪的奴隶：检验情绪健康与学业成绩之间的预测关系

很少有研究评估学生的积极和消极情绪健康与他们的学习之间的特定关系。这项研究跟踪了一群成年学生在大学的第一个学期。在本学期的三个时间点捕获了情绪健康的四个维度（热情、满足、焦虑和抑郁）。此外，在学期末，对学习行为、情感和学业成绩进行了评估。情绪幸福感在学期内波动，四个维度中的每一个都表现出与结果测量套件的独特且可预测的关系模式。研究结果强调了情绪健康在塑造积极参与学习以及决定情感和学术成果方面的重要性。