Predicting students' soft skills: the role of psychological capital, psychological well-being and grade levels

Abstract

PurposeSoft skills are essential not only for students but also for employees in any workplace. Some factors influence the development of soft skills in high schools. This study investigates the effect of psychological capital (PsyCap) on soft skills through the role of psychological well-being at different students’ grade levels.Design/methodology/approachThree scales (i.e. the Psychological Capital Questionnaire, the Scale of Psychological Well-being and the soft skills assessment) were used on 707 high school students from seven senior high schools. The data were analysed using a moderated-mediation regression technique to reveal the conditional indirect effect of PsyCap on soft skills.FindingsThe results suggested that students' grade levels moderated the indirect effect of PsyCap on soft skills via psychological well-being. Students in higher grades showed a stronger impact of PsyCap on soft skills via psychological well-being.Research limitations/implicationsThe psychological states of students should be regarded as one of the most critical aspects of education and career advancement. Schools should assist students in developing their soft skills. Students, regardless of grade level, would begin to occupy their PsyCap, ensure their psychological well-being and finally, engage in soft skills development activities.Originality/valueThis current study has shifted from simply assessing soft skills to investigating some avenues for developing soft skills in various contexts and areas. If the theoretical model is well established, teachers and educators can effectively improve soft skills intervention by understanding the antecedents of soft skills.

Existence of independent learning curriculum and portrait of ideal curriculum management in laboratory schools

“…Schools also collaborate with universities to support differentiated learning, especially in conducting assessments of students' emotional, mental and psychological development. Several references state that cooperation between schools and universities in implementing the independent learning curriculum involves in-depth collaboration in curriculum development, provision of resources, lecturer mentorship for teachers, as well as access to higher education infrastructure for students [36], [37]. Dual enrollment programs, joint workshops, and project-based curriculum development are important strategies to unite school and college approaches in creating relevant and innovative learning experiences in accordance with the spirit of the independent learning curriculum [15], [38].…”