EXPLORING THE CORRELATION BETWEEN PERSONAL EMOTIONS, IMPLICIT THEORIES OF INTELLIGENCE, AND ACADEMIC PERFORMANCE AMONG COLLEGE STUDENTS

Abstract

This study delves into the complex relationship between positive emotions, negative emotions, implicit theories of intelligence, and academic performance among college students. Using questionnaires, this study collected data from 126 students at twenty four-year universities in Wuhan, Hubei Province, China, and carefully analysed the correlations between these variables. The findings revealed a significant negative correlation between negative emotions and academic performance, indicating that higher levels of negative emotions are associated with lower academic performance. This highlights the detrimental effects of negative emotions on students' motivation, learning strategies and overall performance. However, no significant relationship was observed between positive emotions, theory of intelligence and academic achievement. This implies that positive emotions and theories of intelligence may not directly affect academic performance, but can play a role through mediating variables such as motivation and learning strategies. The insights from this study contribute to a more comprehensive understanding of the multifaceted effects of academic emotions and theories of intelligence on the academic performance of college students. The findings emphasise the importance of addressing negative emotions and fostering positive emotions in students in order to improve their learning efficiency and overall academic success.