Psychological Capital Among University Students: Relationships with Study Engagement and Intrinsic Motivation

Siu, Oi Ling; Bakker, Arnold B.; Jiang, Xinhui

doi:10.1007/s10902-013-9459-2

Cited by 190 publications

(200 citation statements)

References 40 publications

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“…Examples include China (Luthans et al 2008a, Huang & Luthans 2015, Wang et al 2014, South Africa (Cascio & Luthans 2014, Reichard et al 2014, the Middle East, North Africa, Egypt (Youssef 2011, Badran & Youssef-Morgan 2015, Brazil, Germany, India, Italy, Mexico, Poland, Sweden, Turkey, United Kingdom (Wernsing 2014), Hong Kong (Siu et al 2014), Spain (Salanova et al 2012), and global leaders and organizations (Story et al 2013, Youssef & Luthans 2012, Youssef-Morgan & Luthans 2013a.…”

Section: Cross-cultural Implicationsmentioning

confidence: 99%

Psychological Capital: An Evidence-Based Positive Approach

Luthans

Youssef‐Morgan

2017

Annu. Rev. Organ. Psychol. Organ. Behav.

761

948

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The now recognized core construct of psychological capital, or simply PsyCap, draws from positive psychology in general and positive organizational behavior (POB) in particular. The first-order positive psychological resources that make up PsyCap include hope, efficacy, resilience, and optimism, or the HERO within. These four best meet the inclusion criteria of being theory-and research-based, positive, validly measurable, state-like, and having impact on attitudes, behaviors, performance and well-being. The article first provides the background and precise meaning of PsyCap and then comprehensively reviews its measures, theoretical mechanisms, antecedents and outcomes, levels of analysis, current status and needed research, and finally application. Particular emphasis is given to practical implications, which focuses on PsyCap development, positive leadership, and novel applications such as the use of video games and gamification techniques. The overriding theme throughout is that PsyCap has both scientific, evidence-based rigor and practical relevance.

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Section: Cross-cultural Implicationsmentioning

confidence: 99%

Psychological Capital: An Evidence-Based Positive Approach

Luthans

Youssef‐Morgan

2017

Annu. Rev. Organ. Psychol. Organ. Behav.

761

948

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“…The preceding literature on factors in student science choices suggests that in this study capitals can be defined as factors in studying advanced science, which include psychological (e.g., self and interest) and cultural (e.g., education and family) aspects or capitals. PsyCaps can be defined as affective resources managed by individuals that can promote positive developments of choices or engagement in science study or career (Siu, Bakker, & Jiang, 2014). CulCaps may include significant artifact and human resources that interact with students in the process of studying science (Archer et al, 2012;Bourdieu, 1973).…”

Section: Defining Capitals In Student Science Choicesmentioning

confidence: 99%

High School Student Rationales for Studying Advanced Science: Analysis of Their Psychological and Cultural Capitals

Chiu¹

2017

JAER

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Abstract. This study aimed to identify the psychological capitals (PsyCaps) and cultural capitals (CulCaps) of high school students who chose to study advanced science. Semi-structured interviews were conducted with 47 high school students in Taiwan to obtain the life experiences and rationales that motivated them to study science. Qualitative analysis of the science student data showed that PsyCaps and CulCaps tended to function in pairs and follow a PsyCap-CulCap configuration: interest (optimism)-materials, confidence (self-efficacy)-scores, resilience (control)-strategies, valueauthorities, and hope (goal)-designs. The configuration was operated by the mechanism: ideal form of professional self abstracted from domain and social comparisons. Teachers can invite students to reflect on the PsyCap-CulCap configuration to guide them toward appropriate decisions on pursuing a career in science.

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“…As university students need powerful psychological resources promoting their academic success and enabling them to survive in a competitive business world (Luthans, Luthans, & Jensen, 2012), psychological capital, academic confidence and academic coping strategies become critical components of their educational process (Hsieh, Sullivan, Sass, & Guerra, 2012;Luthans et al, 2012;Nicholson, Putwain, Connors, & Hornby-Atkinson, 2013;Sander & Sanders, 2006;Siu, Bakker, & Jiang, 2014).…”

Section: Introductionmentioning

confidence: 99%

A Path Analysis Model Pertinent to Undergraduates’ Academic Success: Examining Academic Confidence, Psychological Capital and Academic Coping Factors

Kirikkanat¹,

Soyer²

2017

EUROPEAN J ED RES

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Abstract:The major purpose of this study was to create a path analysis model of academic success in a group of university students, which included the variables of academic confidence and psychological capital with a mediator variable -academic coping. 400 undergraduates from Marmara University and Istanbul Commerce University who were in sophomore, junior and senior years participated in the study. The Academic Behavioral Confidence Scale, the Academic Coping Strategies Scale and the Psychological Capital Test Battery composed of the Academic Self-Efficacy Scale, the Life Orientation Test, the Hope Scale and the Resilience Scale were utilized to disclose the predictive roles of these variables on academic success. The results of path analyses showed that academic confidence and psychological capital had pivotal direct and indirect effects on academic success via the mediator variableacademic coping. Academic coping had also a direct influence on academic success. The findings of the study are essential for telling both vocational counselors and educational psychologists the fact that career interventions for university students should consider the non-cognitive factors on their academic achievements.

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Psychological Capital Among University Students: Relationships with Study Engagement and Intrinsic Motivation

Cited by 190 publications

References 40 publications

Psychological Capital: An Evidence-Based Positive Approach

Psychological Capital: An Evidence-Based Positive Approach

High School Student Rationales for Studying Advanced Science: Analysis of Their Psychological and Cultural Capitals

A Path Analysis Model Pertinent to Undergraduates’ Academic Success: Examining Academic Confidence, Psychological Capital and Academic Coping Factors

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