Abstract
This study analyzed the relationship between emotional states and academic performance in higher education students from an educational psychology perspective. Using a quantitative design and synthetic data, academic emotions, affect, psychological distress, academic engagement, and burnout were assessed. Descriptive and correlational results showed positive associations between academic performance and adaptive emotions, positive affect, and academic engagement, as well as negative relationships with anxiety, boredom, and psychological distress. Hierarchical regression confirmed the incremental and significant contribution of different emotional and motivational domains in explaining academic performance. These findings highlight the importance of integrating emotional well-being into university training strategies.
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