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

Abstract

AbstractThe 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.