The Impact of Elements of higher educational Environment on Changes of Psychological Capital in Students; a Model for Islamic Azad Universities of Tehran (original) (raw)
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Applied Issues in Islamic Education, 2019
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Status of Psychological Capital of Students in Kurdistan University of Medical Sciences
Health Education and Health Promotion, 2018
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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.
The Influence of Psychological Capital and Learning Environment Toward SBM-ITB Students' GPA
2007
Positive psychology (Psy –Cap= Psychology Capital), is the study on the strength and the excess of human mental factors that enables the growth of positive behaviors in the daily life as well as the work environment as a mean to reach welfare (well being). Psy-Cap approach is different from the Traditional Psychology approach with focuses on mental illness. Psy-Cap which has more preventive approaches has altered the orientation of the applications of modern psychology concepts to the environment and organizational field. This kind study is often refered as Positive Organizational Behavior (POB). This paper describes the research on the influence of Psy-Cap on the higher education world. In specific, the influence of the Psy-Cap and Learning Environment interaction to the relation between the National Adminission Test (SPMB) score and the Psycho-Test Score (IQ and EQ) toward the SBM-ITB students' achievement index (GPA). The objects of this research are the SBM-ITB students (cla...
European Online Journal of Natural and Social Sciences, 2016
The present study investigates the relationship between psychological capital, educational self-regulatory and intelligence beliefs with students’ academic performance in University of Applied Sciences of Abdanan County. The research is of correlational studies. The study population consisted of all students at Applied Science university in Abadan who were enrolled in the academic year 2016-2017. The sample included 207 students (97 girls and 110 boys), selected by simple random sampling. In order to measure the variables, the Bouffard self-adjusting questionnaire (1995), Mental Faith Scale of Brown and Ryan (MFS), (2003) and Luthans’s Psychological Capital Questionnaire (PCQ) (2007) were used. To analyze the data, we used Pearson correlation and regression through the entry method. The results of this study showed that there is a significant positive relationship between psychological capital and educational self- regulatory with intelligence beliefs and in addition, there is a si...
Journal of Strategic Human Resource Management, 2019
The present study investigates the association between psychological capital (PsyCap) and academic adjustment with the help of a questionnaire from 73 business school students at Panjab University, Chandigarh. The difference in psychological capital and academic adjustment with regards to demographics was also studied. The findings suggest a significant relationship between the two variables and psychological capital had an impact on academic adjustment. Further, it was discovered that there exists a significant difference in psychological capital and academic adjustment among different streams i.e. MBA, MBA (executive), M.Com (Hons.) and Ph.D. A significant difference in academic adjustment with respect to work experience was also seen, where students who had a prior work experience adjusted better. Therefore, this study highlights the positive role of psychological capital that can be used by academicians and university management to help students achieve their academic goals and adjust better.
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.
Journal of Professional & Applied Psychology
The study focused to examine the role, Psychological Capital (PsyCap) Interventions (PCI) play in reducing perceived academic stress amongst university students. Other objectives of the study were to check the level and prevalence of these variables and impact of different demographics on study variables in our culture. A group comprising of 8 participants, studying in different public/private universities of Islamabad/ Rawalpindi area - scoring high on perceived academic stress scale was selected. In backdrop of theoretical background and the literature review, it was hypothesized that Psychological Capital (PsyCap) Interventions (PCI) would facilitate in reducing the stress symptoms. The study was comparative, wherein; academic stress of students was assessed by applying Perceptions of Academic Stress Scale (PAS) before (pre) and after (post) the administration of Psychological Capital (PsyCap) Interventions (PCI). Format of the study was 4 group therapy sessions; 75-90 minutes s...
2018
AimThe current research identifies the relationship between psychological capital, academic satisfaction and academic performance among undergraduate students. MethodologyA survey-based research was conducted in a university in Jharkhand and 387 usable responses were collected from the undergraduate students. The perceived academic satisfaction and Psychological Capital were measured using validated instruments and academic performance of the respective students weretaken from the exam performance of the students with their consent. Regression analysis was done to analyses the data.ResultsThe results revealed the mediating role of academic satisfaction on the relationship between psychological capital and the academic performance. Results of this study indicate that, meaning-focused PsyCap workshops can be of great help for students in developing all the four constructs of PsyCap and psychological well-being. ImplicationsThe implications for researchers and practitioners are discuss...
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...