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Two cross‐sectional (Studies 1, N = 283 and 2, N = 275) and one prospective (Study 3, N = 238) studies investigated the role of passion (for academia) and emotions in the process of resilience in the education domain and in life in general.

Participants were examined when facing a stressful situation related to their passion for academia (end‐of‐term exam period and a timed education task).

All three studies showed that harmonious passion, through its positive relationship with positive emotions, was positively associated with high positive outcomes in the education domain (satisfaction with one's studies, subjective and objective performance in one's studies) and in life in general via the subjective evaluation of one's life and general health indicators (subjective vitality and fewer negative physical symptoms). On the other hand, obsessive passion was related to mixed effects on …