DOES HAPPINESS IMPACT ACADEMIC ACHIEVEMENT? GLIMPSES FROM UNDERGRADUATE STUDENTS IN AFFILIATED COLLEGES OF BANGALORE CENTRAL UNIVERSITY
DOI:
https://doi.org/10.61841/fqbrza70Keywords:
PANAS scale,, Happiness, Positive and Negative Emotions,, Academic AchievementAbstract
The present study examines the impact of happiness on academic achievement of undergraduate students. To measure happiness, PANAS scale of positive and negative emotions was used. A sample of 282 students (140 males and 142 females) were drawn from various colleges, affiliated to Bangalore Central University, using convenient sampling technique and the data was collected through self-administered questionnaires. It was found that amongst the variables of happiness, all the positive emotion variables had a significant relationship with academic achievement whereas as only few negative emotions variables were significantly related to academic achievement. Further, only two variables viz., proud and inspiration had a positive and significant relationship with academic achievement in case of both female and male students, while three more variables viz., interest, strong and determination had a positive and significant relationship with academic achievement in case of male students. This difference may be due to the influence of other personal factors such as positive relationships with peers and teachers, relationship with family members, home environment, surroundings, parental support, study habits and good health.
Key words-- PAN
The present study examines the impact of happiness on academic achievement of undergraduate students. To measure happiness, PANAS scale of positive and negative emotions was used. A sample of 282 students (140 males and 142 females) were drawn from various colleges, affiliated to Bangalore Central University, using convenient sampling technique and the data was collected through self-administered questionnaires. It was found that amongst the variables of happiness, all the positive emotion variables had a significant relationship with academic achievement whereas as only few negative emotions variables were significantly related to academic achievement. Further, only two variables viz., proud and inspiration had a positive and significant relationship with academic achievement in case of both female and male students, while three more variables viz., interest, strong and determination had a positive and significant relationship with academic achievement in case of male students. This difference may be due to the influence of other personal factors such as positive relationships with peers and teachers, relationship with family members, home environment, surroundings, parental support, study habits and good health.
Downloads
References
1. Abdel-Khalek, A.M. And Lester, D. (2013), “The Kuwait University Anxiety Scale: A Cross-Cultural Evaluation in Kuwait And United States”, Psychological Reports, Vol. 93, Pp. 1109-1114.
2. Artino, A. R., La Rochelle, J. S., & Durning, S. J. (2010). Second‐year medical students’ motivational beliefs, emotions, and achievement. Medical education, 44(12), 1203-1212.
3. Bahmani, S. (2010), Relationship between emotional intelligence and happiness and professional burnout of Marvdasht Graduate School Administrators. Master’s Thesis, Azad University of Arsanjan.
4. Boehm, J. K., & Lyubomirsky, S. (2008). Does happiness promote career success? Journal of career assessment, 16(1), 101-116.
5. Caprara, G. V., Vecchione, M., Alessandri, G., Gerbino, M., & Barbaranelli, C. (2011). The contribution of personality traits and self‐efficacy beliefs to academic achievement: A longitudinal study. British Journal of Educational Psychology, 81(1), 78-96.
6. Chen, S. Y., & Lu, L. (2009). Academic correlates of Taiwanese Senior High School students' happiness. Adolescence, 44(176).
7. Cronbach, L. J., & Meehl, P. E. (1955). Construct validity in psychological tests. Psychological Bulletin, 52, 281–302.
8. Csikszentmihalyi, M. (1997). Happiness and creativity. The Futurist, 31(5), S8.
9. Dilger, A., Lütkenhöner, L., & Müller, H. (2015). Scholars’ physical appearance, research performance, and feelings of happiness. Scientometrics, 104(2), 555-573.
10. Ed Diener, Martin E.P. Seligman (2012), Very Happy People, Research Article, Https://Doi.Org/10.1111/1467-9280.00415, Association for Psychological Science, 121(4):508-55.
11. Fredrickson BL (2013), The Value of Positive Emotions. American Scientist, 91(4): 330-335.
12. Fornell, C., & Larcker, D. F. (1981). Structural equation models with unobservable variables and measurement error: Algebra and statistics.
13. Gilman, R., & Huebner, E. S. (2016), Characteristics of adolescents who report very high life satisfaction,
Journal Of Youth And Adolescence, 35, 311–319.
14. Hurley, A. E., Scandura, T. A., Schriesheim, C. A., Brannick, M. T., Seers, A., Vandenberg, R. J., & Williams, L. J. (1997). Exploratory and confirmatory factor analysis: Guidelines, issues, and alternatives. Journal of Organizational Behavior: The International Journal of Industrial, Occupational and Organizational Psychology and Behavior, 18(6), 667-683.
15. Kesebir, P. And Diener, E. (2018), “In Pursuit Of Happiness: Empirical Answers To Philosophical Questions”, Perspectives On Psychological Science, Vol. 3, Pp. 117-125.
16. Letis Dennis (2016), How important is student happiness to academic success? Learning Challenges,
Association for Psychological Science, 85(2): 238-245.
17. Lyubomirsky, S., King, L., & Diener, E. (2005). The benefits of frequent positive affect: Does happiness lead to success? Psychological bulletin, 131(6), 803.
18. Mulder, P. (2018), PANAS Scale, Retrieved From Tools Hero: Https://Www.Toolshero.Com/Psychology/Personal-Happiness/Panas-Scale/
19. Noddings, N. (2004), Happiness and Education, Cambridge University Press.
20. Pannells, T. C., & Claxton, A. F. (2008). Happiness, creative ideation, and locus of control. Creativity research journal, 20(1), 67-71.
21. Pavot, W. & Diener, E. (1993), the Review of the Satisfaction with Life Scale, Psychological Assessment,
5, 164– 172.
22. Post, S.G. (2005), Altruism, Happiness, And Health: It’s good to Be Good, International Journal of Behavioural Medicine, 12(2), 66-77.
23. Quinn, P. D., & Duckworth, A. L. (2007, May). Happiness and academic achievement: Evidence for reciprocal causality. In The Annual Meeting of the American Psychological Society (Vol. 24, No. 27.5, p. 2007).
24. Seligman, M. (2002), Authentic Happiness, New York: Free Press.
25. Sheykhi, M. T. (2011). Happiness among the Youth in Tehran, Iran, A Sociological Perspective. Journal of Sociology and Social Anthropology, 2(1), 39-46.
26. Tuntiwarodom, L., & Potipiti, T. (2008). Determinants of happiness and academic performance of economics students. SOUTHEAST ASIAN JOURNAL OF ECONOMICS, 20(3), 183-200.
27. Vigneswaran Applasamy, Reynato Andal Gamboa, Mushtak Al-Atabi, Satesh Namasivayam, (2014),‘Measuring Happiness In Academic Environment: A Case Study Of The School Of Engineering At Taylor's University, Social And Behavioural Sciences, 123 106 – 112, Malaysia.
28. Walsh, L. C., Boehm, J. K., & Lyubomirsky, S. (2018). Does happiness promote career success? Revisiting the evidence. Journal of Career Assessment, 26(2), 199-219.
29. Wilson, W. (2017), “Correlates of a vowed happiness”, Psychological Bulletin, Vol. 67 No. 4, Pp. 294- 306.
30. Xiao, J. J., Tang, C., & Shim, S. (2009). Acting for happiness: Financial behaviour and life satisfaction of college students. Social indicators research, 92(1), 53-68.
31. Eduardo, J. T., Rosas, M. F., Barrameda, R. B., & Mayuga, E. D. (2019). Fuzzy logic: A technique for assessing students' learning performance. Test Engineering and Management, 81(11-12), 5213-5217. Retrieved from www.scopus.com
32. Abu Bakar, N., & Baijuri, I. Z. (2020). Understanding special education teachers’ perspectives on professionalism in educating autistic students. International Journal of Advanced Science and Technology, 29(1), 34-41. Retrieved from www.scopus.com
33. Afridi, W. A. K., Hashim, H., & Kuppusamy, M. (2020). A pilot study of professional networking sites adoption by university students. Test Engineering and Management, 82(1-2), 674-681. Retrieved from www.scopus.com
34. Abdullah, S. M. S. M. (2019). The effect of teaching mathematics using blended learning on achievement and development of critical thinking skills among first-grade female students of the intermediate stage. International Journal of Advanced Science and Technology, 28(20), 1142-1161. Retrieved from www.scopus.com
35. Adnan, M., Ahmad, A., Yusof, M. H., & Baharudin, N. F. A. (2019). Mathematics’ procedural knowledge of form four daily school students in district of petaling utama, selangor. [Pengetahuan prosedural matematik murid tingkatan empat sekolah menengah harian biasa dalam daerah Petaling Utama, Selangor] International Journal of Advanced Science and Technology, 28(8 Special Issue), 829-833. Retrieved from www.scopus.com
36. Adnan, M., & Muniandy, K. A. (2019). The use of the interactive whiteboard in mathematics lessons towards the achievement and motivation of year five students in the topic of space. International Journal of Advanced Science and Technology, 28(8 Special Issue), 777-781. Retrieved from www.scopus.com
37. Kaban, S., Sakmal, J., Auliaty, Y., Marini, A., & Wahyudi, A. (2019). Model of creative thinking skills for elementary school students. International Journal of Control and Automation, 12(4), 70-76. Retrieved from www.scopus.com
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution 4.0 International License.
You are free to:
- Share — copy and redistribute the material in any medium or format for any purpose, even commercially.
- Adapt — remix, transform, and build upon the material for any purpose, even commercially.
- The licensor cannot revoke these freedoms as long as you follow the license terms.
Under the following terms:
- Attribution — You must give appropriate credit , provide a link to the license, and indicate if changes were made . You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
- No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
Notices:
You do not have to comply with the license for elements of the material in the public domain or where your use is permitted by an applicable exception or limitation .
No warranties are given. The license may not give you all of the permissions necessary for your intended use. For example, other rights such as publicity, privacy, or moral rights may limit how you use the material.
