There has been an increasing interest in the role of emotional skills in the academic field over the past decades. The current study, by using a weekly diary design, examines within-person variations in positive emotions, student engagement, and performance. The sample consisted of 116 university students who, over 4 consecutive weeks, completed a questionnaire (number of occasions = 464). Results from hierarchical linear modeling showed that the association between positive emotions and objective academic performance was mediated by student engagement. In addition, we also observed a direct relationship between the number of weekly positive emotions and the performance at the university. Our results highlight the importance of promoting both positive emotions and students' engagement. The discussion concludes with the implications of our findings for education.

在过去的几十年里，人们对情感技能在学术领域中的作用越来越感兴趣。目前的研究通过使用每周日记设计，检查积极情绪、学生参与度和表现的个人内部差异。样本由 116 名大学生组成，他们在连续 4 周内完成了一份问卷（次数 = 464）。分层线性模型的结果表明，积极情绪和客观学业成绩之间的关联是由学生参与调节的。此外，我们还观察到每周积极情绪的数量与大学表现之间存在直接关系。我们的结果强调了促进积极情绪和学生参与的重要性。