Flourishing of students in a tertiary education institution in South Africa

Llewellyn Ellardus Van Zyl*, Sebastiaan Rothmann

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

14 Citations (Scopus)

Abstract

The aims of this study were to examine the relationship between flourishing and academic performance (AP), life satisfaction (SWT), and positive affect (PA). A quantitative cross-sectional survey design was used on a convenience sample of university students (n = 845). The Mental Health Continuum Long Form (MHC-LF), Positive and Negative Affect Scale (PANAS) and Satisfaction with Life Scales (SWLS) were administered. Academic performance was determined through averaging all the participants' modules for the first semester. Individuals with moderate levels of flourishing typically performed in the 'above average' to 'excelling academically' range. Furthermore, a large number of individuals who were underperforming were also languishing. Flourishing students experienced higher levels of positive affect and life satisfaction, as well as lower levels of negative affect than their languishing and moderately flourishing counterparts. The relationship between flourishing and academic performance is complex, it would seem that flourishing/languishing plays a role in academic performance. Finally, flourishing relates to both PA and SWL, which supports the construct validity of flourishing's conceptualisation.

Original languageEnglish
Pages (from-to)593-599
Number of pages7
JournalJournal of psychology in Africa
Volume22
Issue number4
DOIs
Publication statusPublished - 2012
Externally publishedYes

Keywords

  • Academic performance
  • Affect balance
  • Flourishing
  • Psychometric properties
  • Satisfaction with life

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