The Influence of Bullying on Positive Emotions and Their Effect as Mediators between Controllable Attributions of Success and Academic Performance.
academic performance
bullying
educational context
exams
internal controllable attributions
positive emotions
primary school
secondary school
Journal
Children (Basel, Switzerland)
ISSN: 2227-9067
Titre abrégé: Children (Basel)
Pays: Switzerland
ID NLM: 101648936
Informations de publication
Date de publication:
24 May 2023
24 May 2023
Historique:
received:
12
04
2023
revised:
17
05
2023
accepted:
19
05
2023
medline:
28
6
2023
pubmed:
28
6
2023
entrez:
28
6
2023
Statut:
epublish
Résumé
Academic performance (AP) is a topic of particular interest in the academic context. Attributions for academic success (AAS) have been shown to have a significant impact on AP, and more specifically internal controllable attributions (ICA) are closely linked to academic success. Similarly, positive emotions (PE) have a significant influence on AP and may in turn be influenced by bullying. This study examines the connections between ICA of academic success and AP mediated through PE in late primary and early secondary school students and analyzes the relationships between PE and bullying categories. Students (N = 562, 49.46% female, M
Identifiants
pubmed: 37371161
pii: children10060929
doi: 10.3390/children10060929
pmc: PMC10297379
pii:
doi:
Types de publication
Journal Article
Langues
eng
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