Academic Press and Student Engagement: Can Academic Psychological Capital Intervene? Test of a Mediated Model on Business Graduates

Abstract

Psychological wellbeing has gained much prominence over the recent years. Parallel to organizational domains, empirical attention is also being paid across the academics as well. The present study attempted to examine the much important role and relationship between academic press and student engagement and to what length academic psychological capital can potentially mediate in the relationship. A total of 371 undergraduate students were sampled for the present study from a private university in Bahrain. Through using structural equation modelling using Smart PLS 3 the results of the mediated model reported significant relationship between academic press and academic psychological capital (i-e academic efficacy and resilience). Though the study did not find any support for academic press and student engagement relationship, nonetheless, found a significant mediation of academic psychological capital in the relationship between academic press and student engagement. The findings have suggested that students’ perceptions about how much their teacher presses them to do thoughtful work, facilitation in explaining and motivating for full efforts can act as a key ingredient for nurturing students` connectivity with the studies in general and views about their own learning. Accordingly, the study has also underlined that students with positive academic press from their teachers tend to be higher in engagement due to enhanced efficacy and resilience. The present study has attempted to address a major research gap with acute empirical findings for academicians to enhance their students` wellbeing.

Exploring the Impact of Academic Psychological Capital Resources on Student Engagement at Undergraduate Level: The Mediating Role of Faculty Support

“…Accordingly, faculty support, an important latent variable in the present study, positively accelerates the students' involvement in the learning process. This finding matches the explanation made by Fati et al (2019). They enlightened the transformative function of the faculty members' support and direction.…”

E-Learning during COVID-19: Understanding the nexus between instructional innovation, E-psychological capital, and online behavioural engagement

“…Conventionally, this can be cross-verified with prior evidence on student efficacy and resilience in academics and their links with students’ engagement in general (e.g. Ahmed et al, 2018; Fan and Williams, 2010; Fati et al, 2019).…”

“…Although several studies have investigated academic efficacy and resilience with student engagement in general (e.g. Ahmed et al, 2018; Dogan, 2015; Fan and Williams, 2010; Fati et al, 2019), none of the studies have tested their link with behavioural engagement in the context of online learning in particular. In addition, how these interactions would result in the wake of COVID-19 pandemic is another gap the current study attempts to investigate.…”

Towards Managing Organizational Change: An Empirical Study

“…Finally, partial least squarestructural equation modelling (PLS-SEM) was used to analyze as a popularly accepted model to justify the theory with the observation data as suggested by Hair et al (2016Hair et al ( :2014. This software offers a valuable approach for research in social sciences (e.g., Darwish et al, 2020;Fati et al, 2019;Islam et al, 2020;Shah et www.acdmhr.theiaer.org al., 2016) and equally for organizational change research due to the high grade of flexibility as it provides for the relationship between data and theory, which indicates directly vital given the present state of study in organizational change.…”