How Psychological Capital Mediates Between Study–Related Positive Emotions and Academic Performance

Carmona–Halty, Marcos; Salanova, Marisa; Llorens, Susana; Schaufeli, Wilmar B.

doi:10.1007/s10902-018-9963-5

Cited by 101 publications

(111 citation statements)

References 52 publications

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“…However, of note was that the strength of associations in the current study (r = .59-.76) which were moderate to high [61], were generally higher than those reported in previous studies that examined the inter-correlations of HERO of r = .15-.63 [21] and r = .46-.61 [23] in youth. This finding could be due to the higher reliability of scales used in our study, i.e., Cronbach's alphas of .85-.94, compared to Cronbach's alphas of .60-.83 [21] and Omega coefficients of .67-.77 [27], or it may suggest the strength of associations is culturespecific. A further alternative explanation could be that strength of associations are age-specific as our study comprised a younger age group (9-14 year, Mage = 11.34), compared to previous studies (e.g., [14-17, 21, 23]).…”

Section: Discussioncontrasting

confidence: 90%

“…This novelty of HERO's collective predictive benefit was obtained in the context of findings that are consistent with prior studies, whereby the individual constructs were related (H1) [21,23]. However, of note was that the strength of associations in the current study (r = .59-.76) which were moderate to high [61], were generally higher than those reported in previous studies that examined the inter-correlations of HERO of r = .15-.63 [21] and r = .46-.61 [23] in youth.…”

Section: Discussionsupporting

confidence: 82%

“…A review of the literature revealed only five empirical studies to date that have examined PsyCap, conceptualised as hope, efficacy, resilience, and optimism, among schoolage youth [21][22][23][24][25]. Cumulative findings of these studies include support for significant associations between hope, efficacy, resilience and optimism, as well as associations between combined HERO constructs and both desirable and undesirable outcomes.…”

Section: Research On Psycap In School-age Youthmentioning

confidence: 99%

See 2 more Smart Citations

Searching for the HERO in Youth: Does Psychological Capital (PsyCap) Predict Mental Health Symptoms and Subjective Wellbeing in Australian School-Aged Children and Adolescents?

Finch

Farrell

Waters

2020

Child Psychiatry Hum Dev

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Psychological capital (PsyCap) comprising the positive psychological resources of hope, efficacy, resilience, and optimism (HERO) has strong empirical associations with increased wellbeing and reduced mental health symptoms in adult samples. Emerging studies of PsyCap among school-age students have also shown preliminary, positive associations between PsyCap and student wellbeing. The present study is the first to examine PsyCap-HERO constructs and associations with both mental health symptoms and subjective wellbeing in school-aged children and adolescents (aged 9-14 years). A convenience sample of Australian school students (N = 456, Mage = 11.54, SD = 1.20, 47% female) completed an online survey during class time. Measures of hope, efficacy, resilience, optimism, flourishing, anxiety, and depression previously well-validated in school samples were used. Significant associations between each HERO construct and flourishing, anxiety and depression symptoms in the expected direction were found, and importantly, the combination of HERO constructs was shown to be a stronger predictor of increased levels of student flourishing, and decreased levels of anxiety and depression symptoms, than individual HERO constructs. Findings indicate that student PsyCap may be a promising area of further investigation for schools, policymakers, clinicians and researchers looking to identify positive psychological resources in youth that may buffer poor mental health and promote wellbeing.

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Section: Discussioncontrasting

confidence: 90%

Section: Discussionsupporting

confidence: 82%

Section: Research On Psycap In School-age Youthmentioning

confidence: 99%

See 1 more Smart Citation

Searching for the HERO in Youth: Does Psychological Capital (PsyCap) Predict Mental Health Symptoms and Subjective Wellbeing in Australian School-Aged Children and Adolescents?

Finch

Farrell

Waters

2020

Child Psychiatry Hum Dev

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“…Academic emotions are a kind of nonintellectual factor closely related to the teaching and learning process, which play an important role in students' learning processes. Many studies have found that academic emotions affect students' psychological flexibility, self-regulated learning, and academic performance [22][23][24], of which positive academic emotions can enhance intrinsic motivation [25] and predict students' academic performance [26], while negative academic emotions predict negative academic performance [27]. In addition, academic emotions also affect students' mental health and, thus, students' subjective well-being [28].…”

Section: Subjective Well-being and Academic Emotionsmentioning

confidence: 99%

Academic Emotion Classification and Recognition Method for Large-scale Online Learning Environment—Based on A-CNN and LSTM-ATT Deep Learning Pipeline Method

Feng

Wei

Pan

et al. 2020

IJERPH

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Subjective well-being is a comprehensive psychological indicator for measuring quality of life. Studies have found that emotional measurement methods and measurement accuracy are important for well-being-related research. Academic emotion is an emotion description in the field of education. The subjective well-being of learners in an online learning environment can be studied by analyzing academic emotions. However, in a large-scale online learning environment, it is extremely challenging to classify learners’ academic emotions quickly and accurately for specific comment aspects. This study used literature analysis and data pre-analysis to build a dimensional classification system of academic emotion aspects for students’ comments in an online learning environment, as well as to develop an aspect-oriented academic emotion automatic recognition method, including an aspect-oriented convolutional neural network (A-CNN) and an academic emotion classification algorithm based on the long short-term memory with attention mechanism (LSTM-ATT) and the attention mechanism. The experiments showed that this model can provide quick and effective identification. The A-CNN model accuracy on the test set was 89%, and the LSTM-ATT model accuracy on the test set was 71%. This research provides a new method for the measurement of large-scale online academic emotions, as well as support for research related to students’ well-being in online learning environments.

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“…In academic environments, personal resources (e.g., intrinsic motivation, efficacy perception, etc.) would then relate to how students face demands (e.g., workload) and represent a source of well-being and success themselves (Carmona-Halty, Salanova, Llorens, & Schaufeli, 2018). Even though the number of studies focused on students' resources and personal strengths that lead them to face their academic demands successfully is increasing (e.g., Salanova, Martínez, Bresó, Llorens, & Grau, 2005;Schaufeli & Taris, 2014), according to White et al (2017) the D-R model has been scarcely applied to university students (e.g., Barr, Sessa, Summer, & Bragger, 2015;Mokgele & Rothman, 2014).…”

Section: The Demands-resources (D-r) Model Applied To the Educationalmentioning

confidence: 99%

The Role of Psychological Strengths, Coping Strategies and Well-Being in the Prediction of Academic Engagement and Burnout in First-Year University Students

Merhi

Paniagua

Descals³

2018

Accion psicol.

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Two of the most significant challenges that higher education institutions are currently addressing are students' failure and drop-out prevention, as well as the promotion of students’ retention and success. The present study aimed at analysing the role that different variables play in the prediction of Academic Engagement and Burnout in first-year university students, under a multivariate perspective. The contribution of relevant psychological strengths in academic environments (Resilience, Personal initiative, and Academic Motivation), Procrastination and different coping strategies facing studies (Persistence, Avoidance and Anxiety) was explored. Also, the perception of academic demands and stress, students' affect (positive and negative) and the academic satisfaction was considered. Finally, an analysis of different engaged and burnt-out profiles of students was carried out. The contribution of the Efficacy subscale of Academic Burnout as an independent personal resource, and the consideration of the so-called Core Burnout, were subject of analysis. A sample of 172 first-year students of face-to-face universities, 68.8% women with a mean age of 22.99 years (SD = 7.62) volunteered to participate online in this study. The results showed, on the one hand, that Academic Engagement consisted mainly on a positive and intrinsic motivational construct, also characterised by academic efficacy, persistence as an active coping strategy, positive affect and satisfaction. On the other hand Core Burnout was mainly characterised by the perception of higher demands (e.g. academic overload), maladaptive learning behaviours and coping strategies such as procrastination and avoidance of difficulties, negative affect and dissatisfaction. Different profiles of engaged and burnt-out students were also analysed showing strong differences regarding personal strengths, coping with learning strategies, well-being and satisfaction with studies.These results could help us to set bases for the development of early support and prevention programs for students’ Burnout, as well as actions aiming at promoting students’ Engagement and well-being during their first academic year.

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How Psychological Capital Mediates Between Study–Related Positive Emotions and Academic Performance

Cited by 101 publications

References 52 publications

Searching for the HERO in Youth: Does Psychological Capital (PsyCap) Predict Mental Health Symptoms and Subjective Wellbeing in Australian School-Aged Children and Adolescents?

Searching for the HERO in Youth: Does Psychological Capital (PsyCap) Predict Mental Health Symptoms and Subjective Wellbeing in Australian School-Aged Children and Adolescents?

Academic Emotion Classification and Recognition Method for Large-scale Online Learning Environment—Based on A-CNN and LSTM-ATT Deep Learning Pipeline Method

The Role of Psychological Strengths, Coping Strategies and Well-Being in the Prediction of Academic Engagement and Burnout in First-Year University Students

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