Academic Psychological Capital: A Novel Approach to Freshmen Retention

Abstract

Psychological capital (PsyCap) is uniquely positioned at the intersection between student and academic institution. College administrators should look to psychological capital, beyond just student performance, for retention efforts in the financial management of the institution. The psychological capital and retention of four cohorts of freshmen at a small liberal arts residential college in the Southeast region of the United States were analyzed. The findings indicate that psychological capital, hope, and self-efficacy are predictors of freshmen to sophomore retention. Psychological capital impacts student performance, peer-group and faculty interactions, and should be considered as a method to manage dropout decision per Tinto’s (1975) Institutional Departure Model. Psychological capital development initiatives should be incorporated into orientation and in freshmen core curriculum as a method to retain students.

The relationship between academic psychological capital and academic coping stress among university students

“…These results are consistent with previous research findings, which have suggested a positive relationship between Academic PsyCap and stress coping in undergraduate students (Ortega-Maldonado & Salanova, 2018), and other similar types of relationships, including PsyCap and college students' mental well-being (Selvaraj & Bhat, 2018), and Academic PsyCap and academic performance in university students (Luthans et al, 2012). Furthermore, earlier research has proposed that Academic PsyCap is positively related to student retention, grade performance, intellectual development, and student interaction (Sweet & Swayze, 2020).…”

“…The relationship between academic psychological capital and academic coping stress among university students Academic PsyCap and academic performance (Luthans et al, 2012;Sweet & Swayze, 2020). Furthermore, it has been suggested that the Academic PsyCap might enhance students' potentiality, keeping their academic objectives and increasing academic satisfaction (Nafees & Jahan, 2017).…”

Effect of Emotional Intelligence and Demographic Characteristics on Psychological Capital among Chemical Engineering Students

“…PsyCap has a positive influence on the academic achievements of undergraduate students . In a predictive study involving 1627 undergraduate students, increases in PsyCap scores led to a higher probability of first-year students successfully continuing their second-year studies . The students who successfully continued their studies had higher PsyCap scores .…”

“…In a predictive study involving 1627 undergraduate students, increases in PsyCap scores led to a higher probability of first-year students successfully continuing their second-year studies . The students who successfully continued their studies had higher PsyCap scores . When final-year undergraduate students had higher PsyCap scores, they were more ready and confident to transit from university to the workplace, had better satisfaction with their career choices, and valued their personal and professional qualities in meeting the demands of the job market .…”

The challenges and experiences of academics supporting psychological capital among students at the emergence of COVID‐19: A qualitative investigation of award‐winning educators at a British university

“…academia, COVID-19 in academia, higher education, psychological capital, strengths-based approach addition, PsyCap was shown to decrease dropout rates since it is linked with social and academic integration among peers and between faculty and students, which is another factor that increases academic performance (Sweet & Swayze, 2020).…”