The Effects of Negative Emotions and Negative Personality Traits on Academic Achievement

Year 2025, Issue: 66, 3698 - 3718, 29.12.2025

Cahit Erdem , Metin Kaya , Mustafa Polat

https://doi.org/10.53444/deubefd.1551806

https://izlik.org/JA92HB25JK

Abstract

Research in the literature on academic achievement has predominantly focused on students’ cognitive competencies. However, to achieve a more comprehensive understanding of school performance, affective characteristics—particularly negative affective traits—must also be taken into account. Negative emotions and negative personality traits have been the primary focus of numerous meta-analyses, thereby generating a research pool that enables the conduct of second-order meta-analyses. Building on this approach, the present study aims to synthesize the findings concerning the relationships among students’ negative emotions, negative personality traits, and academic achievement in an integrative manner. A total of eight meta-analyses were included in the analyses conducted based on the R-AMSTAR checklist, yielding 23 effect sizes. The findings revealed that the relationship between students’ negative emotions and academic achievement was negative and moderate in magnitude, whereas the relationship between negative personality traits and academic achievement was negative but very small. Furthermore, moderator analyses indicated no statistically significant differences across academic domain, cultural context, publication bias, research quality, report type, grade level, or publication year.

Keywords

negative personality traits , negative emotion , academic achievement , second-order meta-analysis

Ethical Statement

As this research entails the analysis of published meta-analysis studies through a second-order meta-analysis, ethics committee approval is not necessary.

Olumsuz Duyguların ve Olumsuz Kişilik Özelliklerinin Akademik Başarı Üzerindeki Etkileri

https://izlik.org/JA92HB25JK

Abstract

Alan yazında akademik başarıya ilişkin araştırmaların büyük ölçüde öğrencilerin bilişsel yeterliklerine odaklandığı görülmektedir. Ancak, okul performansının daha kapsamlı bir biçimde anlaşılabilmesi için duyuşsal özelliklerin, özellikle de olumsuz duyuşsal özelliklerin dikkate alınması gerekmektedir. Olumsuz duygular ve olumsuz kişilik özellikleri, çok sayıda meta-analiz çalışmasının temel inceleme alanı olmuş ve bu durum, ikinci düzey meta-analizlerin yürütülmesine olanak sağlayan bir araştırma havuzu oluşturmuştur. Bu yöntem doğrultusunda yürütülen mevcut çalışma, öğrencilerin olumsuz duyguları, olumsuz kişilik özellikleri ve akademik başarıları arasındaki ilişkiye yönelik bulguları bütüncül biçimde sentezlemeyi amaçlamaktadır. R-AMSTAR kontrol listesi çerçevesinde yürütülen analizlere toplam sekiz meta-analiz dâhil edilmiş ve 23 etki büyüklüğü elde edilmiştir. Bulgular, öğrencilerin olumsuz duyguları ile akademik başarıları arasındaki ilişkinin negatif yönde ve orta düzeyde; olumsuz kişilik özellikleri ile akademik başarı arasındaki ilişkinin ise negatif yönde fakat oldukça küçük düzeyde olduğunu ortaya koymuştur. Ayrıca, moderatör analizleri akademik alan, kültürel bağlam, yayın yanlılığı, araştırma kalitesi, rapor türü, sınıf düzeyi ve yayın yılı değişkenleri açısından istatistiksel olarak anlamlı farklılıklar göstermemiştir.

Keywords

Olumsuz psikolojik özellikler , olumsuz kişilik özellikleri , olumsuz duygular , akademik başarı , ikinci düzey meta-analiz

Ethical Statement

Bu araştırma yayınlanmış meta-analiz çalışmalarının ikinci düzey meta-analizi yoluyla analiz edilmesini içerdiğinden etik kurul onayına gerek duyulmamaktadır.

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