Impact of academic psychological capital on academic achievement among university undergraduates: Roles of flow and self‐handicapping behavior

Abstract

The present research explored the mediating roles of flow and self-handicapping behaviors in the relationship between academic psychological capital (PsyCap) and academic achievement in a purposive sample of university undergraduates (N = 300). Components of academic PsyCap were measured with the Perceived Self-efficacy subscale of the Student Approaches to Learning Scale, the Life Orientation Test -Academics, the Academic Hope Scale, and the Academic Resilience Scale. Flow and self-handicapping behaviorswere measured with the Flow Short Scale and the Self-handicapping Scale Revised, respectively. Students' cumulative grade point averages (CGPAs) in the previous semester were taken as an index of their academic achievement. The measurement model of the study revealed a good fit to the data and the structural model indicated the positive direct effects of academic PsyCap and flow and the negative effect of self-handicapping behaviors on academic achievement. Both flow and self-handicapping behaviors demonstrated a parallel mediation between academic PsyCap and CGPA such that academic PsyCap decreased self-handicapping behaviors, which in turn resulted in improved CGPA; on the other hand, academic PsyCap enhanced the flow experience, which led to improved academic achievement.Implications of the study and recommendations for future research are reflected upon.

Psychological capital in university students: analysis of scientific activity in the scopus database

“…Psychological capital (PsyCap) is in a unique position at the intersection between the student and the academic institution. It plays a crucial role in improving academic outcomes and is an important predictor of student performance and educational organizations, although unfortunately little has been studied in these contexts ( Adil et al., 2020 ). The present study aimed to analyze the main bibliometric indicators of scientific production, collaboration and impact of the scientific documents contained in the Scopus database, related to psychological capital in university students.…”

“…Within the university academic scenario, psychological capital has been directly related to variables such as academic performance, academic satisfaction and academic commitment ( Sánchez-Cardona et al., 2021 ; Slåtten et al., 2021 ; Vîrgă et al., 2020 ), academic adjustment ( Hazan Liran and Miller, 2019 ; Raza et al., 2020 ), orientation to learning objectives and academic satisfaction ( Sánchez-Cardona et al., 2021 ), intrinsic motivation ( Siu et al., 2014 ), academic exhaustion or boredom ( Vîrgă et al., 2020 ), creativity ( Hong et al., 2020 ), stress arising from academic expectations ( Adil et al., 2020 ; Poots and Cassidy, 2020 ; Sifat, 2020 ), conscious learning and participation in learning ( Lin, 2020 ) and comprehensive quality of higher education ( Jin, 2020 ).…”

Mediation of Psychological Capital between Academic Stress and Positive Academic Behaviour of College Students

“…Datu et al, (2016) from their study of Filipino college students reported that PsyCap positively predicted academic engagement, flourishing, independence, happiness, and positive affect among them. Similarly, a study by Adil et al, (2019) on university students reported that PsyCap improved their flow experience and academic achievement, and reduced their self-handicapping behaviours. Further, Hazan et al, (2019) examining the role of psychological capital in academic adjustment among university students reported that psychological capital is a positive resource with a central role in students' academic adjustment.…”

Online Learning: The Role Of Academic Self-Efficacy In Creating Academic Flow

“…Meanwhile, the concentration problem can be solved if the individual succeeds in achieving the academic flow condition. In addition, flow is also reported to have a positive effect on the cumulative achievement index (Adil, Ameer, & Ghayas, 2019).…”