Subjective Well-being and the Prediction of Dimensions of Academic Performance

Previous literature has highlighted the relevance of subjective well-being (SWB) and academic performance (AP) in predicting job performance. However, less research has been focused on the relationship between SWB and AP. This study examines the relationship of SWB and its components (cognitive and affective) and overall AP, as well as its dimensions (task, contextual, counterproductive, and innovative academic performance). We also examine whether there are sex differences in these variables. The sample consists of 328 university students. The results show that: (1) the cognitive component of SWB (i.e., life satisfaction) correlates with the four dimensions of AP as well as with overall AP; (2) the affective component of SWB correlates with overall AP and with some of its dimensions; (3) significant sex differences were found in the affective component, but not in the cognitive component, of SWB; (4) significant differences between males and females in AP and its dimensions were also found (except in innovative performance); (5) life satisfaction and sex explain up to 20% of the variance in AP and its dimensions. Finally, the theoretical and practical implications of the results are discussed and new avenues for future research are suggested.