Adaptation and validation to Spanish of the Psychological Capital Questionnaire–12 (PCQ–12) in academic contexts

Martínez, Isabel; Meneghel, Isabella; Carmona–Halty, Marcos; Youssef‐Morgan, Carolyn M.

doi:10.1007/s12144-019-00276-z

Cited by 26 publications

(32 citation statements)

References 47 publications

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“…All items are scored on a 7–point rating scale from 1 ( strongly disagree ) to 7 ( strongly agree ). At time 2, after 9 weeks, academic PsyCap was measured using the Academic Psychological Capital Questionnaire (Martínez et al, 2019). This questionnaire has 12 items that measure the four PsyCap components (e.g., “ I usually take stressful things in stride with regard to my studies ”) on a 6–point rating scale from 1 ( strongly disagree ) to 6 ( strongly agree ).…”

Section: Methodsmentioning

confidence: 99%

Satisfaction of Basic Psychological Needs Leads to Better Academic Performance via Increased Psychological Capital: A Three-Wave Longitudinal Study Among High School Students

et al. 2019

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This brief report proposes a model in which academic psychological capital (PsyCap) mediates between the satisfaction of student’s basic psychological needs and their academic performance, as assessed by students’ GPA. Participants were 407 adolescents, aged 12–18, recruited from three Chilean schools. Through structural equation modeling, direct and indirect effects were calculated. Results show that academic PsyCap (assessed at time 2) fully mediates the relationship between the satisfaction of basic psychological needs (assessed at time 1) and academic performance (assessed at time 3). This means that students whose basic psychological needs are satisfied at school experience more hope, efficacy, resilience, and optimism (PsyCap), which, in turn, leads to better academic performance. Both theoretical and practical implications of the results are addressed, as well as strengths and weaknesses and directions for future research.

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Section: Methodsmentioning

confidence: 99%

Satisfaction of Basic Psychological Needs Leads to Better Academic Performance via Increased Psychological Capital: A Three-Wave Longitudinal Study Among High School Students

et al. 2019

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“…Specifically, the WGS can be easily adapted to other contexts, by replacing the word “work” with other contexts of interest. This approach is similar to adaptations of the PCQ-12 to measure PsyCap in a variety of contexts (e.g., academic PsyCap, Martínez et al, 2019 , 2021 ; relationship and health PsyCap, Luthans et al, 2013 ). Future research should rigorously examine and evaluate the psychometric characteristics of such adaptations of the WGS, but the availability of a context-specific measure of gratitude offers a valuable starting point.…”

Section: Discussionmentioning

confidence: 99%

“…The PCQ-12 was further adapted to other contexts beyond the workplace, such as health PsyCap, relationships PsyCap, overall (life in general) PsyCap (Luthans et al, 2013), and academic PsyCap (Martínez et al, 2019(Martínez et al, , 2021. Adaptation to most contexts is relatively easy.…”

Section: Relevant Approaches For Measuring Work Gratitudementioning

confidence: 99%

The Work Gratitude Scale: Development and Evaluation of a Multidimensional Measure

Youssef‐Morgan

Zyl

Ahrens³

2022

Front. Psychol.

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This study explores gratitude as a multidimensional and work-specific construct. Utilizing a sample of 625 employees from a variety of positions in a medium-sized school district in the United States, we developed and evaluated a new measure, namely the Work Gratitude Scale (WGS), which encompasses recognized conative (intentional), cognitive, affective, and social aspects of gratitude. A systematic, six-phased approach through structural equation modeling (SEM) was used to explore and confirm the factorial structure, internal consistency, measurement invariance, concurrent, convergent, and discriminant validity of the WGS. The results supported a 10-item measure with three dimensions: “grateful appraisals” (three items), “gratitude toward others” (four items), and “intentional attitude of gratitude” (three items). Thereafter, first-order, second-order, and bifactor confirmatory models were estimated and compared. Work gratitude was found to be best described by a second-order construct with three underlying first-order dimensions. Measurement invariance was supported in relation to gender. Concurrent validity was supported in relation to two existing dispositional gratitude scales, namely the Gratitude Questionnaire and the Gratitude, Resentment, and Appreciation Scale (GRAT). Convergent validity was supported in relation to the Core Self-Evaluations Scale (CSES) and the Psychological Capital Questionnaire. Discriminant validity was supported in relation to various demographic factors such as age, gender, occupation, and tenure. The findings support the WGS as a multidimensional measure that can be used in practice to measure overall work-related gratitude and to track the effectiveness of gratitude-related workplace interventions.

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“…Academic psychological capital was measured using the Academic Psychological Capital Questionnaire 12 (APCQ–12; Martínez et al, 2021 ). The APCQ–12 measure the four dimensions of the psychological capital construct –hope (four items; for example, “Right now I see myself as being pretty successful in my studies”), efficacy (three items; for example, “I feel sure when sharing information about my studies with other people”), resilience (three items; for example, “I usually take the stressful aspects of my studies in stride”), and optimism (two items; for example, “concerning my studies, I’m optimistic about what the future offers me”)– using a Likert–type scale with scores from 1 ( totally disagree ) to 6 ( totally agree ).…”

Section: Methodsmentioning

confidence: 99%

School Burnout Inventory: Factorial Validity, Reliability, and Measurement Invariance in a Chilean Sample of High School Students

et al. 2022

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This brief report assessed the psychometric validity and gender invariance of the School Burnout Inventory (SBI) –a measure of students’ exhaustion, cynicism, and inadequacy– in a convenience sample of 972 high school Chilean students ranging between 12 and 18 years old. The results showed that: (1) the SBI produces adequate scores in terms of reliability; (2) two models (one solution of three related factors and one of second-order and three first-order factors) fitted adequately fit to our sample and was invariant across gender; and (3) the SBI scores were significantly related to other related constructs (i.e., study-related emotions, academic psychological capital, and academic engagement). Overall, the SBI was found to be a reliable and valid inventory to assess school burnout in Chilean high school students.

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Adaptation and validation to Spanish of the Psychological Capital Questionnaire–12 (PCQ–12) in academic contexts

Cited by 26 publications

References 47 publications

Satisfaction of Basic Psychological Needs Leads to Better Academic Performance via Increased Psychological Capital: A Three-Wave Longitudinal Study Among High School Students

Satisfaction of Basic Psychological Needs Leads to Better Academic Performance via Increased Psychological Capital: A Three-Wave Longitudinal Study Among High School Students

The Work Gratitude Scale: Development and Evaluation of a Multidimensional Measure

School Burnout Inventory: Factorial Validity, Reliability, and Measurement Invariance in a Chilean Sample of High School Students

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