Abstract
The purpose of this study is to determine whether rumination affects academic performance of students and, given a diagnosis of rumination, to investigate the role of counselling as a moderator. More specifically, a psychometric instrument was administered to students pursuing their MBA degrees to assess rumination and flow. The degree of rumination was found to negatively and significantly affect the cumulative grade point average (CGPA) score, assumed as indicator of academic performance, proving that suffering students underperform academically. It is further established that appropriate counselling intervention, such as inducing zealous pride, acceptance, commitment, and social support, may moderate this effect. A model is suggested to show the relationship between rumination, counselling and academic performance.
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