The Role of positive and Negative Academic Emotions and Quality of Life in School on Predicting Academic Competence Students

Document Type : Original Article

Authors

1 Assistant Professor of Educational Psychology, Department of Education, Faculty of Education and Psychology, Azarbaijan Shahid Madani University, Tabriz, Iran

2 MA in educational psychology, Azarbaijan Shahid Madani University, Tabriz, Iran

Abstract

Background and Purpose: This study aimed to examine the role of positive and negative academic emotions and quality of school life (QoSL) in predicting the academic competence of sixth-grade elementary school students in Tabriz.
 Methodology: This research was applied in purpose and descriptive-correlational in methodology. The population included all sixth-grade elementary school students in Tabriz during the 2024-2025 academic year. A sample of 324 students was selected using Cochran's formula and a cluster sampling method. Data were collected using the Academic Emotions Scale (Pekrun et al., 2002), the Quality of School Life Questionnaire (Ainley & Bourke, 1992), and the Academic Competence Evaluation Scales (DiPerna & Elliott, 1999). Regression analysis was employed to analyze the data.
Findings: The results indicated that positive and negative academic emotions, along with key QoSL components—general satisfaction, opportunities for future growth, status achievement, and sense of adventure—significantly predicted variations in academic competence among students.
Conclusion: These findings highlight the importance of fostering positive academic emotions and improving school life quality to enhance students' academic competence. Schools should prioritize strategies that promote emotional well-being and engagement to optimize educational outcomes..

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