The Interplay of Academic Hardiness, Passion for Studies and Affective Experiences in Undergraduates’ Happiness and GPA Scores: a Person-Oriented Approach

Abstract

The purpose of the study was to investigate undergraduates’ profiles, taking into account personality traits (academic hardiness and test anxiety), motivational factors (passion for studies) and affective experiences (positive and negative affect). The study explored differences in outcomes such as happiness and grade point average (GPA) scores among student profiles. The sample comprised of 293 undergraduates, studying in a social science department. Participants completed the following scales: (a) Revised Academic Hardiness Scale (RAHS), (b) Test Anxiety Inventory (TAI), (c) Passion scale, (d) Positive and Negative Affect scale (PANAS), (e) Oxford Happiness Questionnaire (OHQ). Academic achievement was measured using students’ GPA. Results from hierarchical cluster analysis (which was used for clustering undergraduates into homogenous groups) revealed three profiles: (a) hardy, passionate and non-anxious undergraduates, emotionally positive, (b) anxious-committed, mid-passionate undergraduates, experiencing low positive and mid-negative affect and (c) low hardy, unpassionate and mid-anxious undergraduates, experiencing both positive and negative affect. These profiles were differentially related to student happiness and GPA scores. Hardy, passionate and non-anxious with positive affect undergraduates reported the highest GPA and happiness scores. Results of the study are discussed, practical implications, limitations and future research directions are presented.

The Contribution of Psychological Well-Being to Academic Hardiness: A Study on “Mahasantri”

“…The results showed that psychological well-being influences the academic hardiness of students at Luqman Al-Hakim Semarang. This is relevant to research by Kamtsios (2023), who said that psychological well-being is positively related to academic resilience, skills, and decision-making among first-year students. Zhavira and Palupi (2022) corroborated that academic hardiness has a positive relationship with psychological well-being.…”

Innovative teaching and the education management practice of improving the happiness of engineering college students

“…Innovative teaching has the capacity to foster positive emotions and happiness among engineering college students. Spiridon's research (2023) [7] reveals that students are more likely to develop positive psychological qualities in an active academic environment, which in turn positively influences their overall happiness. Moreover, innovative teaching places emphasis on active student participation and practical engagement, which serves to kindle students' interest and motivation in learning, consequently enhancing their happiness [5] .…”

Analysis on the management strategy of happiness education based on human-oriented care

“…The modern Western foundation and historical background of happiness research thought originate from three major components of ancient Western philosophy: empiricism, rationalism, and Christian theology [3] . Based on this, there are several representative views on happiness in the West [4] : Rationalist happiness view (ascetic happiness view) focuses on people's internal spiritual happiness, while disdaining material and sensory pleasures (asceticism). The sensualist attention to happiness view pursues happiness derived from material and bodily pleasures (hedonism); the Christian happiness view advocates happiness originating from God; utilitarianism, which advocates "the greatest happiness for the greatest number"; and Marxist happiness view, which promotes the unity of material and spiritual happiness, self-realization, selfless dedication, the unity of pleasure and labor, and the unity of personal and social happiness.…”

“…In recent years, there has been a growing focus on happiness education for engineering students, with an aim to gain a deeper understanding of their challenges, needs, and current state of well-being. For instance, Kamtsios [4] conducted research to investigate the prevailing attitudes toward happiness among engineering college students in the modern era. This study unveiled the various components and influential factors affecting their happiness.…”