Self-Esteem as a Mediating Mechanism in the Association Between Emotional Experiences and Academic Performance in School Students: The Moderating Role of Age
Background: Academic performance does not depend solely on cognitive abilities, but also depends on socioemotional processes. Emotional experiences may be associated with school performance; however, their effects are often inconsistent, suggesting the need to examine mediating mechanisms such as se...
Guardado en:
| Autores principales: | , , , , |
|---|---|
| Formato: | Artículo |
| Lenguaje: | inglés |
| Publicado: |
2026
|
| Materias: | |
| Acceso en línea: | Enlace permanente (DOI o Handle) |
| Etiquetas: |
Sin Etiquetas, Sea el primero en etiquetar este registro!
|
| _version_ | 1881700518101778432 |
|---|---|
| author | Roxana Bernal Rojas David Quispe-Sanca Gutember Villigran Peralta-Eugenio Wilter C. Morales-García Liset Z. Sairitupa-Sanchez |
| author_browse | David Quispe-Sanca Gutember Villigran Peralta-Eugenio Liset Z. Sairitupa-Sanchez Roxana Bernal Rojas Wilter C. Morales-García |
| author_facet | Roxana Bernal Rojas David Quispe-Sanca Gutember Villigran Peralta-Eugenio Wilter C. Morales-García Liset Z. Sairitupa-Sanchez |
| author_sort | Roxana Bernal Rojas |
| collection | Producción científica |
| description | Background: Academic performance does not depend solely on cognitive abilities, but also depends on socioemotional processes. Emotional experiences may be associated with school performance; however, their effects are often inconsistent, suggesting the need to examine mediating mechanisms such as self-esteem and developmental conditions such as age. Objective: We aimed to analyze the association between positive and negative emotional experiences and academic performance in school students, assessing the mediating role of self-esteem and the moderating effect of age. Methods: A cross-sectional explanatory study was conducted with 325 students from Lima, Peru (149 boys and 176 girls). Emotional experiences were assessed using the PANAS-N, self-esteem with the Rosenberg Self-Esteem Scale, and academic performance with final grades in Communication and Mathematics. Data were analyzed using partial least squares structural equation modeling (PLS-SEM), with bootstrapping based on 10,000 subsamples. Results: Positive emotional experiences were positively associated with self-esteem (β = 0.434, p < 0.001) and academic performance (β = 0.272, p < 0.001). Negative emotional experiences were negatively associated with self-esteem (β = −0.489, p < 0.001) but showed no significant direct association with academic performance (β = −0.005, p > 0.05). Self-esteem was positively associated with academic performance (β = 0.114, p = 0.043). The model explained 40.8% of the variance in self-esteem and 11.3% of the variance in academic performance. Age moderated only the association between negative emotional experiences and self-esteem (Δβ = 0.183, p = 0.035). Conclusions: Self-esteem plays a significant mediating role in the association between emotional experiences and academic performance, and this effect is especially relevant during adolescence. The findings suggest that self-worth constitutes a key psychological process for understanding how emotional experiences are linked to school performance. |
| format | Article |
| id | openalex:W7204171336 |
| institution | UPeU |
| language | English |
| publishDate | 2026 |
| publishDateRange | 2026 |
| publishDateSort | 2026 |
| record_format | dspace |
| spelling | openalex:W7204171336Self-Esteem as a Mediating Mechanism in the Association Between Emotional Experiences and Academic Performance in School Students: The Moderating Role of AgeRoxana Bernal RojasDavid Quispe-SancaGutember Villigran Peralta-EugenioWilter C. Morales-GarcíaLiset Z. Sairitupa-Sanchezself-esteemacademic performanceemotional experiencepositive emotionsnegative emotionsage as moderatormediationschool studentsadolescentsself-worthEducation, Achievement, and GiftednessEducational Outcomes and InfluencesEarly Childhood Education and DevelopmentBackground: Academic performance does not depend solely on cognitive abilities, but also depends on socioemotional processes. Emotional experiences may be associated with school performance; however, their effects are often inconsistent, suggesting the need to examine mediating mechanisms such as self-esteem and developmental conditions such as age. Objective: We aimed to analyze the association between positive and negative emotional experiences and academic performance in school students, assessing the mediating role of self-esteem and the moderating effect of age. Methods: A cross-sectional explanatory study was conducted with 325 students from Lima, Peru (149 boys and 176 girls). Emotional experiences were assessed using the PANAS-N, self-esteem with the Rosenberg Self-Esteem Scale, and academic performance with final grades in Communication and Mathematics. Data were analyzed using partial least squares structural equation modeling (PLS-SEM), with bootstrapping based on 10,000 subsamples. Results: Positive emotional experiences were positively associated with self-esteem (β = 0.434, p < 0.001) and academic performance (β = 0.272, p < 0.001). Negative emotional experiences were negatively associated with self-esteem (β = −0.489, p < 0.001) but showed no significant direct association with academic performance (β = −0.005, p > 0.05). Self-esteem was positively associated with academic performance (β = 0.114, p = 0.043). The model explained 40.8% of the variance in self-esteem and 11.3% of the variance in academic performance. Age moderated only the association between negative emotional experiences and self-esteem (Δβ = 0.183, p = 0.035). Conclusions: Self-esteem plays a significant mediating role in the association between emotional experiences and academic performance, and this effect is especially relevant during adolescence. The findings suggest that self-worth constitutes a key psychological process for understanding how emotional experiences are linked to school performance.Articlehttps://doi.org/10.3390/ejihpe16090123W7204171336enEuropean Journal of Investigation in Health Psychology and Education2174-81442254-96252026-08-25 |
| spellingShingle | self-esteem academic performance emotional experience positive emotions negative emotions age as moderator mediation school students adolescents self-worth Education, Achievement, and Giftedness Educational Outcomes and Influences Early Childhood Education and Development Roxana Bernal Rojas David Quispe-Sanca Gutember Villigran Peralta-Eugenio Wilter C. Morales-García Liset Z. Sairitupa-Sanchez Self-Esteem as a Mediating Mechanism in the Association Between Emotional Experiences and Academic Performance in School Students: The Moderating Role of Age |
| title | Self-Esteem as a Mediating Mechanism in the Association Between Emotional Experiences and Academic Performance in School Students: The Moderating Role of Age |
| title_full | Self-Esteem as a Mediating Mechanism in the Association Between Emotional Experiences and Academic Performance in School Students: The Moderating Role of Age |
| title_fullStr | Self-Esteem as a Mediating Mechanism in the Association Between Emotional Experiences and Academic Performance in School Students: The Moderating Role of Age |
| title_full_unstemmed | Self-Esteem as a Mediating Mechanism in the Association Between Emotional Experiences and Academic Performance in School Students: The Moderating Role of Age |
| title_short | Self-Esteem as a Mediating Mechanism in the Association Between Emotional Experiences and Academic Performance in School Students: The Moderating Role of Age |
| title_sort | self esteem as a mediating mechanism in the association between emotional experiences and academic performance in school students the moderating role of age |
| topic | self-esteem academic performance emotional experience positive emotions negative emotions age as moderator mediation school students adolescents self-worth Education, Achievement, and Giftedness Educational Outcomes and Influences Early Childhood Education and Development |
| topic_facet | self-esteem academic performance emotional experience positive emotions negative emotions age as moderator mediation school students adolescents self-worth Education, Achievement, and Giftedness Educational Outcomes and Influences Early Childhood Education and Development |
| url | https://doi.org/10.3390/ejihpe16090123 |
| work_keys_str_mv | AT roxanabernalrojas selfesteemasamediatingmechanismintheassociationbetweenemotionalexperiencesandacademicperformanceinschoolstudentsthemoderatingroleofage AT davidquispesanca selfesteemasamediatingmechanismintheassociationbetweenemotionalexperiencesandacademicperformanceinschoolstudentsthemoderatingroleofage AT gutembervilligranperaltaeugenio selfesteemasamediatingmechanismintheassociationbetweenemotionalexperiencesandacademicperformanceinschoolstudentsthemoderatingroleofage AT wiltercmoralesgarcia selfesteemasamediatingmechanismintheassociationbetweenemotionalexperiencesandacademicperformanceinschoolstudentsthemoderatingroleofage AT lisetzsairitupasanchez selfesteemasamediatingmechanismintheassociationbetweenemotionalexperiencesandacademicperformanceinschoolstudentsthemoderatingroleofage |