000162715 001__ 162715
000162715 005__ 20251017144602.0
000162715 0247_ $$2doi$$a10.3389/fpsyg.2025.1571717
000162715 0248_ $$2sideral$$a144810
000162715 037__ $$aART-2025-144810
000162715 041__ $$aeng
000162715 100__ $$0(orcid)0000-0002-9928-7317$$aLópez-Crespo, Ginesa$$uUniversidad de Zaragoza
000162715 245__ $$aThe mediating role of psychological flexibility on the relationship between academic emotions, academic engagement, and academic achievement among university students
000162715 260__ $$c2025
000162715 5060_ $$aAccess copy available to the general public$$fUnrestricted
000162715 5203_ $$aPrevious 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.
000162715 536__ $$9info:eu-repo/grantAgreement/ES/DGA/S62-23D$$9info:eu-repo/grantAgreement/ES/UZ/PIIDUZ-19-461
000162715 540__ $$9info:eu-repo/semantics/openAccess$$aby$$uhttps://creativecommons.org/licenses/by/4.0/deed.es
000162715 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000162715 700__ $$aMursalzade, Goshgar
000162715 700__ $$0(orcid)0000-0002-6112-9639$$aSánchez-Pérez, Noelia$$uUniversidad de Zaragoza
000162715 700__ $$0(orcid)0000-0002-0242-5972$$aValdivia-Salas, Sonsoles$$uUniversidad de Zaragoza
000162715 7102_ $$14009$$2735$$aUniversidad de Zaragoza$$bDpto. Psicología y Sociología$$cÁrea Psicolog.Evolut.Educac
000162715 7102_ $$14009$$2680$$aUniversidad de Zaragoza$$bDpto. Psicología y Sociología$$cÁrea Person.Eval.Trat.Psicoló.
000162715 773__ $$g16 (2025), [7 pp.]$$pFront. psychol.$$tFrontiers in Psychology$$x1664-1078
000162715 8564_ $$s587238$$uhttps://zaguan.unizar.es/record/162715/files/texto_completo.pdf$$yVersión publicada
000162715 8564_ $$s2146813$$uhttps://zaguan.unizar.es/record/162715/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
000162715 909CO $$ooai:zaguan.unizar.es:162715$$particulos$$pdriver
000162715 951__ $$a2025-10-17-14:14:24
000162715 980__ $$aARTICLE