Papel da Inteligência Emocional, Felicidade e Flow no Desempenho Académico e Bem-Estar Subjetivo em Contexto Universitário

Within the Positive Psychology's framework, this study intends to explore the relationship between Emotional Intelligence, Happiness and Flow, and university students' academic performance and subjective well-being. The sample included 215 participants, aged between 18 and 58 years (M=22.3; SD=4.91), from different courses and years (1^st to 6^th), of which 18.1% were student-workers. Most of the participants were females (81.9%), and studied Social Sciences (55.9%). The instruments included self-report scales (TEIQue, OHI, DFS-2, and JAWS), adapted to the Portuguese context and with good psychometric properties. Results indicated positive correlations between positive variables and academic performance and well-being, although lower correlations with objecticve academic performance. Linear regression analyses showed that subjective well-being was the variable best explained by positive variables and that flow presented the greatest predictive power over academic performance. Implications for the academic performance and well-being's promotion in the university context are presented.