The Interplay of Academic Hardiness, Passion for Studies and Affective Experiences in Undergraduates’ Happiness and GPA Scores: a Person-Oriented Approach

Abstract The purpose of the study was to investigate undergraduates’ profiles, taking into account personality traits (academic hardiness and test anxiety), motivational factors (passion for studies) affective experiences (positive negative affect). explored differences in outcomes such as happiness grade point average (GPA) scores among student profiles. sample comprised 293 undergraduates, studying a social science department. Participants completed following scales: (a) Revised Academic Hardiness Scale (RAHS), (b) Test Anxiety Inventory (TAI), (c) Passion scale, (d) Positive Negative Affect scale (PANAS), (e) Oxford Happiness Questionnaire (OHQ). achievement measured using students’ GPA. Results from hierarchical cluster analysis (which used clustering undergraduates homogenous groups) revealed three profiles: hardy, passionate non-anxious emotionally positive, anxious-committed, mid-passionate experiencing low positive mid-negative affect unpassionate mid-anxious both affect. These profiles were differentially related GPA scores. Hardy, with reported highest are discussed, practical implications, limitations future research directions presented.