Positive Academic Emotions and Academic Performance: A Structural Model Examining Resilience as a Mediator
Main Article Content
This study examines the relationship between positive academic emotions, resilience, and academic performance among vocational high school students. The background of this research is based on the increasing academic pressure experienced by twelfth-grade vocational students who are required to complete academic responsibilities while preparing for future careers or higher education. Positive academic emotions and resilience are considered important psychological factors that may influence students’ academic achievement. Therefore, this study aims to analyze the effect of positive academic emotions on academic performance and to investigate the mediating role of resilience. This research employed a quantitative approach using a cross-sectional design. Data were collected from 119 vocational high school students in Bandung through questionnaires distributed directly in classrooms. The data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) with SmartPLS software. The analysis included validity, reliability, and structural model testing. The findings revealed that positive academic emotions significantly and positively affect academic performance. Positive academic emotions also showed a strong positive effect on resilience, while resilience significantly influenced academic performance. Furthermore, resilience was confirmed as a partial mediating variable in the relationship between positive academic emotions and academic performance. These results indicate that students with stronger positive emotions and resilience tend to achieve better academic outcomes. In conclusion, positive academic emotions and resilience play important roles in improving students’ academic performance. Educational institutions are encouraged to develop supportive learning environments that foster positive emotions and strengthen resilience among students.
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