Learning goal orientation and psychological capital among students: A pathway to academic satisfaction and performance

Abstract

This study explores the mediating role of psychological capital (PsyCap) in the association between learning goal orientation (LGO), academic satisfaction, and performance among college students. We suggest that PsyCap provides positive psychological resources through which learning‐oriented students sustain the effort in academic achievement situations, contributing to academic satisfaction and performance. Seven hundred and sixty‐eight (n = 768) college students completed an academic well‐being survey, including LGO, PsyCap, and academic satisfaction measures. Academic performance was collected 5 months later from the University academic records of students. Path analysis results showed that LGO was directly related to academic satisfaction and performance and indirectly related through PsyCap. Statistically significant indirect effects showed a partial mediation. These results highlight the importance of positive education through investment in psychological resources to increase performance and satisfaction among college students.

Postgraduate Competence and Academic Research Performance: The Mediating Role of Psychological Capital

“…Thirdly, considering the positive effect of psychological capital, we suggest that higher education institutions also attempt to establish formal psychological counseling and academic advisor programs, which have been proven to effectively promote the level of psychological capital [64][65][66]. During the cultivation of postgraduate students' training, we should pay attention to strengthening the psychological capital intervention with postgraduate students and stimulate their positive psychological resources.…”

The Effect of Learning Goal Orientation on Academic Satisfaction based on the Perspective of Social Cognitive Theory

“…On the one hand, learning goal-oriented individuals are willing to treat difficulties as opportunities [25], and they believe that ability can be grown through continuous learning [8]. Moreover, they attribute setbacks to insufficient effort rather than ability problems, and thus such individuals can consistently maintain a high level of academic Self-efficacy [26].…”

“…First, this paper further clarifies the positive relationship between learning goal orientation and academic satisfaction from the perspective of social cognitive theory, for which there are fewer previous studies. In addition, previous studies have focused on psychological capital as an explanatory mechanism [8] and then examined the path of learning goal orientation on academic satisfaction. This study leads to a new perspective on the relationship and enriches the research on learning goal orientation in the field of higher education.…”

“…Existing studies have found that learning goal orientation is an important factor influencing students' academic satisfaction [8], and thus learning goal orientation deserves further research. Learning goal orientation refers to the ability of individuals to develop themselves by continuously learning new skills, successfully coping with new situations, and learning from experience [8]. Learning goal orientation is a notable motivational agency idea that is associated with positive academic performance [9].…”

“…In previous studies by domestic and foreign scholars, fewer studies have been conducted on learning goal orientation and academic satisfaction using academic Self-efficacy as a mediating variable. Foreign studies have focused on psychological capital as an explanatory mechanism to explore the mechanism of the role of learning goal orientation on academic satisfaction [8]. Related studies have shown that learning goal orientation and academic satisfaction are highly susceptible to contextual and individual factors such as learning environment, Self-efficacy, and learning attitudes [5] [10], and that students are more likely to have positive academic emotions and show higher academic satisfaction in organizational contexts where teachers provide academic support.…”