Abstract
Objective: To study the indirect effect of fluid
intelligence on flourishing through academic
performance and moderating role of academic
stress.
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.
Methodology: In this study, single-stage cluster
560 undergraduates from University of Sargodha
were recruited. Raven's Standard Progressive
Matrices™ 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 SPSS Amos.
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. (Rawal Med J 202;45:569-572).
