ArticleFrontiers in psychology2025
The mediating role of psychological flexibility on the relationship between academic emotions, academic engagement, and academic achievement among university students.
Article in Frontiers in psychology, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
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Who cites it
4 citing papers in PubMed.
- The association between academic emotions and self-efficacy among nursing undergraduates: a cross-sectional regression analysis.Frontiers in psychology · 2026Article
- Pedagogical determinants of cognitive flexibility among pre-service school counselors in Indonesia: A multisite cross-sectional study.Journal of education and health promotion · 2026Article
- Understanding the role of preservice teachers' attachment in shaping core self-evaluations: the mediating effect of academic emotions in teacher education contexts.Frontiers in psychology · 2026Article
- The role of self compassion and psychological flexibility in the relationship between perseverance and life satisfaction among academics.BMC psychology · 2025Article
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Authors and funding
4 authors.
Funding
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Abstract
Previous literature has proven the positive relationship of academic emotions, academic engagement and academic achievement. However, less is known about the impact of what students do in response to this emotions - that is, their psychological flexibility- on academic engagement and achievement. Therefore, the main purpose of the present study was to investigate the role of psychological flexibility in the relationship between academic emotions, engagement and achievement in a sample of university students. With this purpose, 261 psychology students, aged 18 to 26, participated in a cross-sectional survey study. The results of the study revealed a significant mediator role of psychological flexibility between the academic emotions of enjoyment and study academic achievement. Specifically, enjoyment was related to academic achievement both directly and indirectly through psychological flexibility. In contrast, study boredom did not have a direct relationship with academic achievement, but an indirect relationship mediated both by psychological flexibility and by the influence of psychological flexibility on engagement. These findings highlight the importance of psychological flexibility in the academic environment, showing its potential to help students to improve their academic performance regardless of the valence of the emotion experienced during their studies.
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