School Hyperfocus and Academic Achievement While Controlling For Negative Emotions

Kuhnen, Roos (2026) School Hyperfocus and Academic Achievement While Controlling For Negative Emotions. Bachelor thesis, Psychology.

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Abstract

The ability to remain focused is widely considered to be an important factor in achieving academic success. But not all forms of attention or focus interact the same way. Hyperfocus is a form of prolonged intense focus on a task, in which individuals often report losing track of time. Hyperfocus is an under researched phenomenon, specifically in the context of academic settings. The present study aims to bridge this gap in knowledge by investigating the effects of school hyperfocus (SHF) on academic achievement, while also controlling for the well documented negative association between negative emotions and academic achievement. This correlational study used data form 295 students. Academic achievement was measured by way of grade point average (GPA) and predicted by school hyperfocus, measured by the Adult Hyperfocus Questionnaire (AHQ). The controlling factor negative emotionality was measured using the Depression Anxiety Stress Scales (DASS-21). A simple linear regression and hierarchical multiple regression analysis were conducted. Results showed that SHF was positively associated with GPA, and that this association becomes stronger when controlling for negative emotional states.

Item Type:	Thesis (Bachelor)
Supervisor name:	Garcia Pimenta, M.
Degree programme:	Psychology
Differentiation route:	None [Bachelor Psychology]
Date Deposited:	27 Feb 2026 12:17
Last Modified:	27 Feb 2026 12:17
URI:	http://gmwpublic.studenttheses.ub.rug.nl/id/eprint/6283

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