Influence of Self-Perceived Affection on School Performance by Primary Education Students

This research addresses the complex dynamics between self-perceived affections, school performance, and the effectiveness of a didactic intervention among fifth and sixth graders. The sample encompassed 403 males and females age-ranged between 11 ( n = 247) and 12 ( n = 156), from nine public schools in Spain. To measure affections while assessing academic performance throughout grades in physical education, mathematics, and English, the Positive and Negative Affects for Children and Adolescents questionnaire was implemented. Results showed significantly higher positive affect and academic achievement in Physical Education, but not in Mathematics or English. The correlation between both affects and performance emphasised the positive influence of positive affect and the negative influence of negative affect. The use of multilevel models that accounted for grades highlighted the differentiated influence of affections on academic performance in each subject. The obtained results contribute to a more nuanced understanding of the complex interplay between affection and academic performance and highlight the need for tailored interventions in education settings.