Psychological capital bolsters motivation, engagement, and achievement: Cross-sectional and longitudinal studies

Datu, Jesus Alfonso Daep; King, Ronnel B.; Valdez, Jana Patricia M.

doi:10.1080/17439760.2016.1257056

Cited by 132 publications

(154 citation statements)

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“…This meant that the positive psychological quality and positive mind state of volunteers could not only stimulate the degree of individual commitment to the organization in voluntary service, but also enable the individuals to have a greater acceptance of the role played by themselves thus leading them to attain more social support which would then prompt the behavior associated with continuing in the role (Grube and Piliavin, 2000). Moreover, as a positive psychological resource, psychological capital had the effect of replenishing energy and stimulating motivation (Wu et al, 2013;Datu et al, 2016). Individuals with higher psychological capital had better emotional regulation and cognitive strategies.…”

Section: Discussionmentioning

confidence: 99%

The Influence of Volunteers’ Psychological Capital: Mediating Role of Organizational Commitment, and Joint Moderating Effect of Role Identification and Perceived Social Support

et al. 2020

Front. Psychol.

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This study explores the relationship between volunteers' psychological capital and their commitment to volunteering. We tested whether volunteers' psychological capital had a positive predictive effect on volunteering and whether this effect was mediated by organizational commitment, role identification, or perceived social support. A sample of 1165 volunteers who were registered in the national volunteer service information system of China were recruited in the study. The results showed a significant and positive relationship between volunteers' psychological capital, volunteering, role identification, perceived social support, and organizational commitment. Volunteers' psychological capital not only had a direct effect on volunteering but also affected volunteering through the mediating role of organizational commitment. Additionally, the influence of the volunteers' psychological capital on organizational commitment was affected by the joint moderated effect of role identification and perceived social support. Volunteers with low role identification and low perceived social support, high role identification and low perceived social support, and low role identification and high perceived social support committed to their volunteer organization faster when they had a high level of psychological capital; whereas, volunteers with high role identification and high perceived social support committed to their volunteer organization faster when they had a low level of psychological capital.

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Section: Discussionmentioning

confidence: 99%

The Influence of Volunteers’ Psychological Capital: Mediating Role of Organizational Commitment, and Joint Moderating Effect of Role Identification and Perceived Social Support

et al. 2020

Front. Psychol.

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“…This study fills this gap by incorporating responses of 339 business and agriculture students of various level from bachelor to PhD to test the impact of PsyCap on employability of perception of graduates. Datu, King, and Valdez (2016) found PsyCap relevant to academic setting. In their causal and longitudinal studies they found positive link of PsyCap with autonomous motivation, academic achievement and engagement.…”

Section: Discussionmentioning

confidence: 99%

Psychological Determinants of Graduate Employability: A Comparative Study of Business and Agriculture Students Across Pakistan

Bakari¹,

Khoso²

2017

BER

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“…In this context, psychological capital (PsyCap) has begun to be assessed in educational settings (Datu, King & Valdez, 2016;Luthans, Luthans & Jensen, 2012;Siu, Bakker & Jiang, 2014;You, 2016). However, previous studies focused only on academic outcomes, and not on their antecedents.…”

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confidence: 99%

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

et al. 2018

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Abstract:The present study, based on broaden-and-build theory, examines the relationship between study-related positive emotions and academic performance, and the mediating role of psychological capital in this relationship. A sample of 639 Chilean high school students between 14 and 17 years old was used. Through structural equation modelling (SEM), -as hypothesized-a statistically significant indirect effect was found between study-related positive emotions and academic performance via psychological capital. Students' study-related positive emotions were related to better academic performance through positive relationships with their levels of psychological capital (i.e., efficacy, hope, optimism, and resilience). Theoretical and practical implications of the results are discussed, limitations are mentioned, and future research directions are proposed. Powered by Editorial Manager® and ProduXion Manager® from Aries Systems CorporationRunning Head: POSITIVE EMOTIONS, PSYCHOLOGICAL CAPITAL AND ACADEMIC PERFORMANCE 1 How Psychological Capital Mediates Between Study-Related Positive Emotions and Academic Performance AbstractThe present study, based on broaden-and-build theory, examines the relationship between study-related positive emotions and academic performance, and the mediating role of psychological capital in this relationship. A sample of 639 Chilean high school students between 14 and 17 years old was used. Through structural equation modelling (SEM), -as hypothesized-a statistically significant indirect effect was found between study-related positive emotions and academic performance via psychological capital. Students' studyrelated positive emotions were related to better academic performance through positive relationships with their levels of psychological capital (i.e., efficacy, hope, optimism, and resilience). Theoretical and practical implications of the results are discussed, limitations are mentioned, and future research directions are proposed.Keyword: positive emotions; psychological capital; academic performance Abstract Running Head: POSITIVE EMOTIONS, PSYCHOLOGICAL CAPITAL AND ACADEMIC PERFORMANCE 2The recent shift from a negative perspective focused on problems and deficits to a more positive perspective focused on strengths and personal resources has aroused considerable attention in educational research (Seligman, Ernst, Gilham, Reivich & Linkins, 2009;Stiglbauer, Gnambs, Gamsjäger & Batinic, 2013).In this context, psychological capital (PsyCap) has begun to be assessed in educational settings (Datu, King & Valdez, 2016;Luthans, Luthans & Jensen, 2012;Siu, Bakker & Jiang, 2014;You, 2016). However, previous studies focused only on academic outcomes, and not on their antecedents. The broaden-and-build theory (B&B;Fredrikson, 1998; 2001) offers a conceptual framework with which to understand how the experience of positive emotions may explain the presence of students' PsyCap (and other personal resources) and its direct and indirect impact on academic performance. However, we know very litt...

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Psychological capital bolsters motivation, engagement, and achievement: Cross-sectional and longitudinal studies

Cited by 132 publications

References 47 publications

The Influence of Volunteers’ Psychological Capital: Mediating Role of Organizational Commitment, and Joint Moderating Effect of Role Identification and Perceived Social Support

The Influence of Volunteers’ Psychological Capital: Mediating Role of Organizational Commitment, and Joint Moderating Effect of Role Identification and Perceived Social Support

Psychological Determinants of Graduate Employability: A Comparative Study of Business and Agriculture Students Across Pakistan

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

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