The strengthening starts at home: Parent–child relationships, psychological capital, and academic performance – a longitudinal mediation analysis

Abstract

This longitudinal study examines how academic psychological capital mediates between parent child relationships and academic performance in a group of high school students. The sample consisted of 402 students (217 girls and 187 boys) aged between 14 and 17 years. Using a three wave design, as hypothesized, a significant indirect effect was found between (good) parent child relationships (assessed at time 1) and academic performance (assessed at time 3) via academic PsyCap (assessed at time 2). Students who perceived high quality relationships with their parents reported high levels of academic psychological capital and obtained better objective academic performance over time. Theoretical and practical implications of the results are discussed, as well as strengths and weaknesses and future research directions. Keyword: parent child relationships; psychological capital; academic performance; high school students B i ded Ma c i Click here to ie linked References outcomes (Furrer & Skinner, 2002; Roorda, Koomen, Split, & Oort, 2011). This is supported by different theories that acknowledge the relevance of high quality relationships in young people´s lives (for a theoretical review, see Martin & Dowson, 2009). For example, self determination theory (Ryan & Deci, 2000) describes how the satisfaction of the need for relatedness (and other basic needs) influences students i a i (e.g., Sulea, van Beek, Sarbescu, Virga, & Schaufeli, 2015). Likewise, attachment theory (Bowlby, 1969) emphasizes that a history of secure attachment enhances adequate functioning in different life domains, including the school setting (e.g., Cutrona, Cole, Colangelo, Assouline, & Russel, 1994). Additionally, social cognitive theory (Bandura, 1986) describes how significant others via problem solving modelling and supportive communication play an important role i b i di g de e f efficacy (Bandura, 1997). Together, these theories suggest that if a child experiences an emotional connection with his/her social environment, believes that s/he is cared for and loved, and feels special to his/her key social partners, it is likely that s/he will function properly in the academic context and perform accordingly.Parents are significant others who represent young people´s most important social relationships (Furrer & Skinner, 2002). In accordance with the theories described above, previous studies found that the better the relationship between parents and their children, the better the children perform (Bergin & Bergin, 2009;Elmore & Huebner, 2010;Fan, 2001). More specifically, a good relationship between parents and children in terms of secure attachment, social support, and/or caring relationships is related to academic engagement (Furrer &

The relationship between family intimacy and relapse tendency among people who use drugs: a moderated mediation model

“…This study found that psychological capital played a mediating role in the relationship between family intimacy and relapse tendency. This is consistent with previous studies [72]. Good communication and strong emotional Table 7 The mediating effect of psychological capital on different levels of self-efficacy ties among family members are predictors of the development of positive qualities such as optimism and selfefficacy [29], whereas family conflict and low levels of family intimacy predispose individuals to problems such as pessimism and difficulties with social adjustment [73] and a lack of good coping strategies.…”

“…Thus, even when recovering PWUD feel the same level of family emotional connection, differences in psychological capital can influence hope and optimism about future lives, PWUD's belief that they can quit drugs, and their ability to make behavioural choices related to substance abuse. However, it has also been shown that levels of psychological capital are influenced by family [72]. PWUD who perceive good family emotional connections have higher self-confidence and positive optimism and possess the determination and hope to rebuild their lives and reform, and receiving emotional support from family enables individuals to recover quickly from difficult situations and reduce use of drugs to de-stress.…”

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

“…Academic research performance is one of the most relevant outcomes in the university setting [18]. It refers to the behaviors and achievements that students have acquired in a university program.…”

“…Psychological capital is an intrinsic and stable psychological trait exhibited during individuals' growth and development [41]. It is considered to be a state-like positive psychological construct that is highly involved in task performance and reaching goals [18]. As a collection of core qualities and capabilities, the competence has an effect on psychological capital.…”

“…Finally, the mechanism of how postgraduate competence influences academic research performance is still unclear. Psychological capital is defined as a state-like positive psychological construct that is highly involved in task performance and goal achievement [18]. However, few studies have empirically explored whether psychological capital can play a mediating role between postgraduate competence and academic research performance.…”