The students who availed of the digital mental health services were found to have a low relationship between their self-efficacy and performance. It has also been revealed that psychological wellbeing significantly mediates the relationship between self-efficacy, affective commitment, and student performance. Furthermore, the results have also indicated that psychological wellbeing is an important indicator of student performance.
The psychological wellbeing of the students has a substantial influence on their performance. Results of the study show that self-efficacy does not play a role in the student performance in public sector universities however, the affective commitment of the students plays a significant role in their performance. Partial least square structural equation modeling is used for hypothesis testing. Smart-PLS is used to check the validation of the proposed hypotheses. To carry out the study, the data were collected from the 308 students currently enrolled in the public sector universities of China. The present study aims to understand the role of self-efficacy, affective commitment, and psychological wellbeing in the students' performance. Other factors like the students' self-efficacy, affective commitment, and psychological wellbeing play a significant role in shaping their performance. Student performance is a critical factor in academic achievement. (PsycINFO Database Record (c) 2014 APA, all rights reserved) The results are discussed with regard to the key role of emotions in academic settings and in terms of theoretical implications for researchers. Moreover, positive emotions foster academic achievement only when they are mediated by self-regulated learning and motivation. Thus, self-regulated learning and motivation mediate the effects of emotions on academic achievement. The structural equation model showed that students’ emotions influence their self-regulated learning and their motivation, and these, in turn, affect academic achievement. The findings were consistent with the authors’ hypotheses and appeared to support all aspects of the proposed model. They completed the Self-Regulated Learning, Emotions, and Motivation Computerized Battery (LEM–B) composed of 3 self-report questionnaires: the Self-Regulated Learning Questionnaire (LQ), the Emotions Questionnaire (EQ), and the Motivation Questionnaire (MQ). This model was tested with 5,805 undergraduate students. The authors propose a theoretical model linking emotions, self-regulated learning, and motivation to academic achievement.
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