Academic performance: A longitudinal study on the role of goal-directed rumination and psychological distress.

BACKGROUND

In this research, we examine the relationship between goal-directed rumination, psychological distress, and performance. Although previous research has largely contributed to our understanding of how these constructs are related, the direction of their relationships remains unclear.

OBJECTIVES

We argue that goal-directed rumination and psychological distress (conceived as perceived stress and strain) are reciprocally related, and that goal-directed rumination has a positive effect on performance when controlling for the negative effect of psychological distress.

DESIGN

We explored these relationships in a longitudinal field study, drawing on multiple sources: self-reports of 147 students on goal-directed rumination and psychological distress and objective ratings of academic performance.

METHOD: Based on structural equation modelling, we employed a random-intercept cross-lagged panel model and hierarchical regressions to examine our hypotheses.

RESULTS

We demonstrated that goal-directed rumination predicted perceived stress one week later but not vice versa, while its relationship to strain was less clear. Furthermore, goal-directed rumination positively predicted academic performance when we controlled for psychological distress.

CONCLUSIONS

We found evidence for a unidirectional relationship between goal-directed rumination and psychological distress, especially for perceived stress. Additionally, we observed that psychological distress diminishes the beneficial effect of goal-directed rumination on academic performance.