Examining the impact of psychological capital on academic achievement and work performance: The roles of procrastination and conscientiousness

Abstract

This study aimed at investigating the effect of Psychological Capital (PsyCap) on students' academic achievement and employees' performance through procrastination at different levels of conscientiousness. The proposed theoretical model was examined using a moderated-mediation regression technique. The first group of participants comprised 1,670 university students from four major universities in the city of Makassar. Most of them were female (73.7%) with ages ranged from 17 to 24. The second group consisted of 400 employees (female, 57.5%) from five major organisations representing both private and public sectors in Makassar. The findings suggested that the students' PsyCap had a negative direct impact on academic procrastination, but procrastination did not significantly impact students' cumulative Grade-Point Average (GPA). The negative effect of PsyCap on students' ABOUT THE AUTHORS

Fostering Academic Engagement in Post-graduate Students: Assessing the Role of Positive Emotions, Positive Psychology, and Stress

“…Based on our findings, the cognitive resources of students, PsyCap has shown a positive effect on academic engagement behavior, another form, and a source of growth and learning for students. Our findings also supported this theoretical assumption and are also consistent with prior literature ( Luthans et al, 2012 ; Carmona-Halty et al, 2021 ; Kang et al, 2021 ; Saman and Wirawan, 2021 ). Keeping this perspective in view, it can be suggested that the accumulation of positive psychological resources in the form of PsyCap can help individuals to enhance their performance not just in academics ( Luthans et al, 2014 ) but in general occupational settings as well ( Luthans et al, 2007b , 2012 ).…”

“…The notion of positive psychology gave birth to the construct known as psychological capital (PsyCap), an important factor that can improve efficiency and competitiveness ( Luthans et al, 2004 ) as well as the academic outcomes ( Luthans et al, 2012 ). However, prior research has covered mostly high-school/sophomore students ( Carmona-Halty et al, 2021 ) and university undergraduate students ( Luthans et al, 2014 , 2021 ; Kang et al, 2021 ; Saman and Wirawan, 2021 ), with no studies conducted on post-graduate research students, i.e., Ph.D. scholars.…”

The influence of family socio-economic status on learning engagement of college students majoring in preschool education: The mediating role of parental autonomy support and the moderating effect of psychological capital

“…Individuals with high psychological level were better at coping with negative academic emotions ( Wang et al, 2021 ) and academic pressure ( Konrad et al, 2022 ), thus showing a higher level of learning engagement ( Lin, 2020 ). On the contrary, individuals with low psychological capital levels were more likely to show procrastination ( Saman and Wirawan, 2021 ) and academic burnout ( Zhang et al, 2021 ). It can be seen that psychological capital may be the protective factor of learning engagement.…”

Psychological Capital and Academic Procrastination: The Mediating Role of Self-Regulated Learning among College Students

“…Psychological capital (PsyCap) is believed to be one of the influential factors in academic procrastination. Previous studies have indicated that students' PsyCap can impact their propensity for academic procrastination (Hicks & Wu, 2015;Saman & Wirawan, 2021). PsyCap encompasses positive psychological resources such as self-efficacy, optimism, resilience, and hope (Luthans et al, 2007;Nelson & Cooper, 2007).…”

“…Therefore, PsyCap is considered a factor that can diminish students' levels of procrastination in their academic pursuits. Put simply, individuals with high levels of PsyCap tend to exhibit lower levels of procrastination compared to those with lower levels of PsyCap (Hicks & Wu, 2015;Saman & Wirawan, 2021).…”