Positive and negative affect as predictors of university academic performance: systematic review and meta-analysis
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Positive and negative affect are key emotional dimensions for understanding learning processes and academic performance in university students. This study presents a systematic review and meta-analysis of empirical evidence published between 2015 and 2025 on the association between affect and academic performance in higher education. Following PRISMA guidelines, 14 studies were included. The results indicate that positive affect shows a clear and consistent direction of effect, with a moderate and statistically significant association with academic performance (r = .27, 95% CI [.12, .41], I² = 90.91 %). In contrast, negative affect showed an inconsistent direction of effect and a weak, non-significant association (r = –.11, 95% CI [–.28, .07], I² = 95.45). Moderation analyses examining study-level methodological characteristics (type of affect measure, type of academic performance measure, and study design) did not identify any statistically significant moderators, and subgroup differences disappeared when meta-regression models were applied. Both meta-analyses exhibited high heterogeneity (I² > 90%), but only positive affect showed a significant association with academic performance. These results underscore the need for more precise affective measures, longitudinal and context-sensitive research designs, and teaching practices that explicitly integrate the affective dimension into the university learning experience.
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