Purpose

The overall aim of this study is to explore factors associated with academic performance among university students. Specifically, it explores whether a supportive study climate is directly related to academic performance and whether students’ psychological capital (PsyCap), positive emotions and study engagement play a role in the relationship between supportive study climate and academic performance.

Design/methodology/approach

A total of 588 bachelor students from a range of academic programs participated in a survey. The partial least squares (PLS)-based structural equation modeling (SEM) was used to test the conceptual models and the hypothesized relationships, using the software SmartPLS.

Findings

No support was found for a direct relationship between supportive study climate and academic performance. However, the results show that PsyCap, positive emotions and study engagement have a mediating role between supportive study climate and academic performance. In addition, the findings reveal a multifaceted pattern among PsyCap, positive emotions and study engagement that promotes academic performance.

Originality/value

This is the first study that simultaneously explores the role of PsyCap, emotions and study engagement between supportive study climate and academic performance among university students. Consequently, it broadens and deepens previous research and offers both theoretical and practical implications.

中文翻译：

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大学生的支持性学习氛围和学业成绩：心理资本、积极情绪和学习投入的作用

目的

本研究的总体目标是探索与大学生学业成绩相关的因素。具体而言，它探讨了支持性学习氛围是否与学业成绩直接相关，以及学生的心理资本 (PsyCap)、积极情绪和学习投入是否在支持性学习氛围与学习成绩之间的关系中发挥作用。

设计/方法/方法

来自不同学术课程的 588 名本科生参加了一项调查。使用基于偏最小二乘法 (PLS) 的结构方程模型 (SEM) 来测试概念模型和假设关系，使用软件 SmartPLS。

发现

没有发现支持性学习氛围与学业成绩之间存在直接关系。然而，结果表明心理资本、积极情绪和学习投入在支持性学习氛围和学业成绩之间具有中介作用。此外，研究结果揭示了心理资本、积极情绪和学习参与之间的多方面模式，可提高学业成绩。

原创性/价值

这是第一项同时探讨心理资本、情绪和学习参与在大学生支持性学习氛围和学业成绩之间的作用的研究。因此，它拓宽和深化了先前的研究，并提供了理论和实践意义。