Status of Psychological Capital of Students in Kurdistan University of Medical Sciences (original) (raw)
Related papers
Psychometric properties of a new scale for measuring academic positive psychological capital
Proceedings e report
Positive psychological capital (PsyCap) is the name given to a set of psychological dimensions (hope, resilience, self-efficacy, and optimism) that may support students in their effort to achieve better academic results and even improve the employability of graduates. These dimensions could help students to achieve better academic results and impact fresh graduates’ ability to stand the labour market in times of crisis. A scale, called Academic PsyCap, was specifically developed to evaluate the four PsyCap dimensions among students and fresh graduates. To deeply investigate the structural validity of the scale, three alternative models (one-factor model, correlated four-factor model, bifactor model) were run on the responses provided by about 1,600 fresh graduates at the University of Padua. The results indicated that the bifactor model fit the data better than the other two models. In this model, all items significantly loaded on both their own domain specific factor and on the gen...
PLASU Journal of Psychological Research, 2020
The study examined if the dimensions of psychological capital of self-efficacy, hope, resilience, and optimism, had any significant positive relationship with the academic achievement of HND students of Accountancy in Plateau State Polytechnic Barkin Ladi. It also examined if academic achievement was significantly different among students with low, moderate and high psychological capital. 138 of 185 HND1 students were sampled randomly during the 2018/2019 academic session. The study employed the Spearman correlation coefficient to establish relationships, while the Kruskal-Wallis test compared academic achievement of three groups of psychological capital scores, since the residual of the error terms failed the normality test. Results of the study showed none of the dimensions of psychological capital had significant positive relationships with academic achievement. There was no significant difference in academic achievement among the three groups of psychological capital scores. It was recommended that students should be made aware of the resource of psychological capital as a means of helping them tap into it to enhance their academic achievement. School authorities were encouraged to provide effective counselling services to help students better understand themselves and perform better. Government was also recommended to better fund education by providing adequate facilities that could help students take advantage of internal and external resources at their disposal.
THE VIEWS OF ACADEMIC STAFF ON PSYCHOLOGICAL CAPITAL: A QUALITATIVE STUDY IN TURKEY
Based on positive psychology, positive organizational behavior movement which focuses positive behaviors rather than negative behaviors and positive psychological capital which is accepted as the implementation of positive organizational behavior in organizations have emerged in recent years. The studies on psychological capital are mostly based on quantitative methods and focus the outcomes of the construct. Therefore, qualitative studies need to be conducted to have a deep understanding of positive psychological capital. This study aims to determine which components of positive psychological capital the academic staff focus on and to what extent they give importance to the construct.
Procedia - Social and Behavioral Sciences, 2014
Positive psychological capital or simply PsyCap, comprised of self-efficacy, optimism, hope and resilience, has an impact on student-related outcomes. The purpose of this study was to provide empirical evidence on the relationships between academic performance, perceived group PsyCap, and individual PsyCap of Thai undergraduate students. The study was conducted at individual level of analysis. The participants were four hundred and eighteen Thai undergraduate students. They completed measures of individual PsyCap and the perception of PsyCap of the group and reported their grade point average (GPA). Structural equation modeling (SEM) was employed to test the proposed relationships. The fit indices showed that the hypothesized model had a reasonably adequate fit to the data (2 χ = 23.37, df=17, p=.138, CFI=.996, RMSEA=.030, GFI=.988, AGFI=.967). The results showed that academic performance has positive direct effect on students' PsyCap and positive indirect effect on students' perceived group PsyCap through their own PsyCap. Moreover, students' PsyCap has positive impact on their perception of PsyCap of the group, but there is no reciprocal effect.
Research on Positivity and Psychological Capital at Science and Study Institutions in the USA
Intellectual Economics, 2013
The article analyses current research trends on psychological capital (PsyCap) in science and study institutions in the United States of America. The model of PsyCap, which is created by F. Luthans and colleagues, is introduced. The paper gives some evidence on how PsyCap components (self-efficacy, hope, optimism, psychological resilience) have been determined to meet the criteria of being state-like/open to development, being theory/research-based, having valid measurement, and having performance impact. Luthans and colleagues utility analysis of developing psychological capital has yielded a very high return on development. The paper discusses how the level of psychological capital could be linked to individual or organisational economic efficiency and what additional studies are required.
Iranian Journal of Educational Sociology, 2021
The aim of this study was to investigate the causal pattern of perceived competence on psychological capital mediated by the academic emotions of 10th grade male high school students in Tehran. Methodology: The research method was applied in terms of purpose, quantitative approach, cross-sectional in terms of data collection time and correlational in terms of research method. The statistical population of this study consisted of all tenth grade male students of the second year of high school in Tehran in the academic year 2019-20, from which 510 people were selected by multi-stage cluster random sampling. In this study, the tools of perceived competence (De Perna and Elliott, 2000), psychological capital (Lutans, 2011) and academic excitement (Pekrun, et al., 2005) were used, all of which had acceptable validity and reliability. SPSS-V23 and Amos-V8.8 software were used to analyze the data. Structural equation modeling was also used to answer the research hypotheses. Findings: The research findings showed that the model has a good fit. The results showed that perceived competence has an effect on psychological capital in students. Academic excitement affects the psychological capital of students. Perceived competence also affects psychological capital through the mediation of academic emotions. Conclusion: Therefore, it can be said that increasing psychological capital and perceived competence can improve the academic excitement in students.
Measuring content validity of academic psychological capital and locus of control in fresh graduates
Proceedings e report, 2021
Positive psychological capital (PsyCap; hope, resilience, self-efficacy, and optimism) and locus of control (LoC; internal and external) denote psychological dimensions which have been identified as crucial resources for occupational satisfaction and success. These dimensions could impact fresh graduates’ ability to stand the labour market in times of crisis. Two instruments, called Academic PsyCap and Academic LoC, have been specifically developed to evaluate these dimensions among fresh graduates. The two instruments consist of 34 and 10 items respectively, which have been selected, through factor analyses, from a large initial pool of items administered to fresh graduated at the University of Padova. Results suggested adequate psychometric properties for both Academic PsyCap and Academic LoC. The factor structure of the two instruments was confirmed (CFI = .92, RMSEA = .07, SRMR = .07 for Academic PsyCap; CFI = .96, RMSEA = .05, SRMR = .05 for Academic LoC), and internal consiste...
International journal of humanities and social sciences, 2016
Employing a functional approach, the present article sought to change psychological capital in students of Islamic Azad Universities of Tehran through altering components and dimensions of their higher educational environment. To scrutinize the research purpose, the study applied descriptive-correlational survey research method. To get a good account of the topic, authors exercise a concise overview of literature and detailed interview with field specialists. Finally, seven elements of learning environment in higher education were detected, which were applied to develop a questionnaire. In order to determine situation of psychological capitals, the article utilized Luthans et al.’s (2007) standard questionnaire. Face validity of questionnaires was ensured through expert’s ideas. Construct validity of learning environment questionnaire was found to be about 0/81 based on factor analysis. Construct validity of psychological capital questionnaire was also calculated (0/56). Cronbach...
International Journal of Finance, Entrepreneurship & Sustainability
The study was carried out to examine the mediation of psychological capital between academic stress and academic behaviour of college students. Psychological capital included hope, efficacy, resilience, and optimism. Academic stress included frustration,pressure, conflict and anxiety. Positive academic behaviour included academic engagement, perceived academic competence, learning strategies and class room interaction. Participants were 180 randomly selected college students who responded to Luthan’sPsyCap Questionnaire, Sia’s Academic Behaviour Scale, and Rao’s Academic Stress Scale.Correlational analyses pointed out that the attributes of psychological capital have significant positive correlations with all the attributes of positive academic behaviours and negative correlations with all attributes of academic stress. Similarly, the attributes of academic stress have significant negative correlations with all the attributes of positive academic behaviours. Confirmatory factor anal...
2014
M. Soc. Sc. University of KwaZulu-Natal, Durban 2014.Psychological Capital, a recently developed, higher-order construct, and happiness applied to the environment of work have been hypothesized to aid employees cope with stressors and job satisfaction in the workplace. The current study extends these concepts to investigate their applicability in the academic environment. Psychological capital is hypothesized to empower students with the necessary mental strength to cope up with adverse circumstances. This study aims to explore the use of Psychological capital (PsyCap) and Happiness among first year students in the context of coping with stressors. University no doubt provides a platform on which academic achievements can be made, and authentic human formation realized. Its role in the growth of individuals and development of a nation cannot be underestimated. However, this life transition for the first year students can be stressful and requires some coping strategies to deal with ...