摘要：Orientation: In human resources literature affect, or affectivity, has been identified as contributing, either negatively or positively, to different forms of performance in a range of different contexts. Research purpose: The aim of the study was to empirically test theory that predicts that affect can influence performance; in this case the academic performance of students in the South African higher education context. Motivation for the study: Human resources job performance theory seems to offer important insights when extended into other contexts of individual performance. The specific potential influence of affect on student performance is unclear in this context. Research design, approach and method: A non-probability comprehensive sample of all students registered for first-year accountancy ( n = 719) was used. Confirmatory factor analysis, exploratory factor analysis and bivariate tests of association were used to empirically test theory predicting relationships between affect and student academic performance. Main findings: In general the findings support the predications derived from affect theory, that negative affect is negatively associated with student performance and that positive affect is positively associated with student performance. Yet, the results suggest that affect might not, in this context, reflect the two-dimensional theoretical structure. In particular, negative affectivity might better be considered as a three-dimensioned construct. Practical/managerial implications: These results suggest that proactive measures may need to be taken by higher education institutions to support first-year students affectively. Student advisors or counsellors should be appointed, with a specific focus on providing support for student anxiety and other contextual frustrations to which individuals with higher levels of negative affect might be particularly vulnerable. Contribution: These findings provide new insights into the importance of extending human resource theory into different contexts. Knowledge of the specific potential constraints posed by affect to student performance is provided.
