Examining the influence of human and psychological capital variables on post-secondary students’ academic stress

Lisnyj, Konrad; Pearl, David L.; McWhirter, Jennifer E.; Papadopoulos, Andrew

doi:10.1080/03075079.2022.2083101

Cited by 11 publications

(10 citation statements)

References 35 publications

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“… Academic Motivation: Academic Motivation Scale (AMSC) developed by Vallerand et al, (1992) Results indicated that significant influence of PsyCap on student’s engagement and on their motivation 38 5 Sava (2020) 44 Romania The Role of Teacher Support, Students’ Need Satisfaction, and Their Psychological Capital in Enhancing Students’ Self-Regulated Learning To investigate the explanatory role of PsyCap, as a personal resource, over and above teacher support and needs satisfaction, about students’ preference for self-regulating their learning 236 first-year students of psychology Teacher Support (IV) Students Need Satisfaction (IV): PsyCap (IV): Students’ PsyCap was measured with a 24-item PsyCap Questionnaire Students’ Self-regulated Learning (DV): Motivated Strategies for Learning Questionnaire (MSLQ – Pintrich & de Groot, 1990) Results indicated that PsyCap has an important role, over teacher support and the need for competence satisfaction, in the explanation of the student’s preference for self-regulating their learning 37 6 Adil (2020) 45 Pakistan Impact of academic psychological capital on academic achievement among university undergraduates: Roles of flow and self-handicapping behavior To explore the mediating roles of flow and self-handicapping behaviors in the relationship between academics and academic achievement 300 university undergraduates PsyCap (IV): Student Approaches to Learning Scale Flow (MED): Flow Short Scale Self-handicapping behaviors (MED): Self-handicapping Scale Revised (Midgley, Arunkumar, and Uran, 1996) Academic Achievement (DV): CGPA Results indicated the positive direct effects of academic PsyCap and flow and the negative effect of self-handicapping behaviors on academic achievement. Both flow and self-handicapping behaviors demonstrated a parallel mediation between academic PsyCap and CGPA 36 7 Lisnyj (2022) 46 Canada Examining the influence of human and psychological capital variables on post-secondary students’ academic stress To examine the influence of human and PsyCap variables on the reporting of stress affecting Canadian post-secondary students’ academic performances 58 Canadian post-secondary institutions from 55,284 respondents PsyCap (IV): NCHA-II surveys academic stress (DV): The NCHA-II survey question Results indicated that all human capital and PsyCap variables included in our study were statistically significant ...…”

Section: Resultsmentioning

confidence: 99%

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Psychological Capital Related to Academic Outcomes Among University Students: A Systematic Literature Review

Li,

Che Hassan,

Saharuddin

2023

PRBM

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In the past two decades, several scholars from different disciplines have conducted theoretical research and practical explorations on the issue of psychological capital and achieved certain research results. Yet, few studies have synthesized the psychological capital related to academic outcomes among university students. Thus, the aim of this article is to explore how PsyCap is described in an academic context and how PsyCap and academic-related outcomes are related. A comprehensive systematic review was conducted on 43 studies between 2012 and 2022, sourced from six leading databases: Web of Science, Scopus, ERIC, PsyINFO (EBSCO), Springerlink, and ScienceDirect. Our selection criteria focused on empirical research that specifically discussed PsyCap’s impact on university students’ academic performance. This review identifies personal and social factors that influence the development of PsyCap in university students, such as self-esteem, motivation, gratitude, family support, and peer relationships. We found that PsyCap plays a key role in academic outcomes, including academic performance, engagement, burnout, adjustment, stress, and intrinsic motivation. Highlighting the significance of PsyCap in academic settings, our study underscores the need for further research on its relationship with student outcomes. Given the substantial influence of PsyCap on academic performance, institutions should consider incorporating psychological capital development programs into their curriculum. Such initiatives could optimize the academic achievements and holistic well-being of students.

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Section: Resultsmentioning

confidence: 99%

“… 60 Also students who had a high cumulative grade point average, received information on stress reduction, were aware of mental health resources on campus, felt experiences that challenged them to grow and become a better person, felt their life had a sense of direction or meaning to it. 46 …”

Section: Resultsmentioning

confidence: 99%

Psychological Capital Related to Academic Outcomes Among University Students: A Systematic Literature Review

Li,

Che Hassan,

Saharuddin

2023

PRBM

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“…The digital implications of this indicate demonstrating institutional commitment online can benefit all parties involved. A previously published study found students who perceived their university administration to care about their wellbeing had better mental health outcomes [26], and other research also reported institutional actions affected wellbeing outcomes among postsecondary students [27,28]. Therefore, we recommend higher education institutions adopt the internationally recognized Okanagan Charter [14], develop campus-specific wellbeing frameworks, and share them publicly on their wellness services webpages to demonstrate institutional commitment to student wellbeing.…”

Section: Discussionmentioning

confidence: 99%

Bridging the Digital Gap: A Content Analysis of Mental Health Activities on University Websites

Thaivalappil

Stringer

Burnett

et al. 2023

Trends in Higher Education

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Mental health concerns are common among university and college students. Digital mental health resources and support are offered through university websites. However, the content and type of mental health activities of these institutions have not been analyzed. The aim of this study was to conduct a content analysis of mental health commitment and practices listed on Canadian postsecondary institutional websites. A 27-variable codebook was developed to map the content of all Canadian postsecondary institutions (n = 90). Descriptive statistics were applied to provide a broad snapshot of current institutional wellbeing activities. Nearly all institutions offered crisis response options, and multiple mental health supports through various modalities. However, few institutions had a wellbeing framework (34%), engaged in recent campuswide anti-stigma campaigns (33%), tracked campus wellness activities (13%), monitored student mental health outcomes (13%), and solicited feedback through the wellness center webpages (14%). These outcomes were similar across all geographic regions but statistically significantly different between small, medium, and large institutions. Findings suggest institutions need to address these gaps, provide smaller institutions with greater governmental support for building mental health capacity, and work towards developing a centralized hub for mental health that is accessible, navigable, and considers student needs and preferences.

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“…Institutional actions, such as providing students with information about stress reduction, were found to be associated with significantly reduced stress [34,40]. Among students with a reported physical, cognitive, or psychological disability, perceiving their institution did not do enough to prevent or respond to incidents of disability-based discrimination was significantly associated with greater symptoms of depression, though this perception did not impact anxiety symptoms [41].…”

Section: Relevant Impacts On Wellbeingmentioning

confidence: 97%

Institutional Factors Affecting Postsecondary Student Mental Wellbeing: A Scoping Review of the Canadian Literature

Thaivalappil

Stringer

Burnett

et al. 2023

Psych

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There have been increased calls to address the growing mental health concerns of postsecondary students in Canada. Health promotion focuses on prevention and is needed as part of a comprehensive approach to student mental health support, with an emphasis on not just the individual but also the sociocultural environment of postsecondary institutions. The aim was to conduct a scoping review of the literature pertaining to the associations between postsecondary institutional factors and student wellbeing. The review included a comprehensive search strategy, relevance screening and confirmation, and data charting. Overall, 33 relevant studies were identified. Major findings provide evidence that institutional attitudes, institutional (in)action, perceived campus safety, and campus climate are associated with mental wellbeing, suggesting that campus-wide interventions can benefit from continued monitoring and targeting these measures among student populations. Due to the large variability in reporting and measurement of outcomes, the development of standardized measures for measuring institutional-level factors are needed. Furthermore, institutional participation and scaling up established population-level assessments in Canada that can help systematically collect, evaluate, and compare findings across institutions and detect changes in relevant mental health outcomes through time.

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Examining the influence of human and psychological capital variables on post-secondary students’ academic stress

Cited by 11 publications

References 35 publications

Psychological Capital Related to Academic Outcomes Among University Students: A Systematic Literature Review

Psychological Capital Related to Academic Outcomes Among University Students: A Systematic Literature Review

Bridging the Digital Gap: A Content Analysis of Mental Health Activities on University Websites

Institutional Factors Affecting Postsecondary Student Mental Wellbeing: A Scoping Review of the Canadian Literature

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