Abstract
Objective: To study the indirect effect of fluid intelligence on flourishing through academic performance and moderating role of academic stress.
Methodology: In this study, single-stage cluster 560 undergraduates from University of Sargodha were recruited. Raven's Standard Progressive Matrices (TM) Plus, Flourishing Scale, and Undergraduate Stressor Questionnaire were used to assess the fluid intelligence, flourishing, and perceived academic stress, respectively. The proposed model of the study was tested through path analysis by using maximum standard likelihood estimation in IBM SPSSAmos.
Results: Fluid intelligence not only had a positive direct effect on academic performance and a negative direct effect on flourishing; it also had a positive indirect effect on flourishing through academic performance.
Conclusion: Students with high levels of fluid intelligence might not academically perform at their optimal level when they perceived a high degree of academic stress. Their sub-optimal academic performance being discrepant with their academic self-evaluations might compromise their degree of flourishing or psychological wellbeing.