The relationship between students’ psychological capital, social-contextual factors and study-related outcomes – an empirical study from higher education in Norway

Abstract

Purpose This study aims to examine the relationships between students’ psychological capital (PsyCap), social-contextual factors and study-related outcomes. Social-contextual factors are represented by two education-related variables: academic support and peer support. Three study-related outcome variables are included, namely, study engagement, academic performance and student well-being. Design/methodology/approach Students from different higher education campuses and academic programs in Norway participated. Findings PsyCap is directly related to the three study-related outcome variables. The relationship between PsyCap and academic performance is mediated by study engagement. The two social-contextual factors (academic support and peer support) are both related to PsyCap. Finally, PsyCap also mediated the relationship between the two social-contextual factors and the three study-related outcome variables. Research limitations/implications Overall, the findings reveal that PsyCap has a key role in all study-related outcomes. Accordingly, managers of higher education institutions should take students’ PsyCap seriously and seek ways to intervene and manage the different resources embraced in the concept of PsyCap. Originality/value This study contributes to a relatively new but seemingly growing area of research in educational management, focusing on the role of student PsyCap.

Psychological Capital Related to Academic Outcomes Among University Students: A Systematic Literature Review

“… 65 Academic and Peer support positively impact the development of individual resources within student PsyCap, both separately and together, as they reflect students’ perceptions of supportive academic and peer environments, respectively. 53 Nielsen et al 78 also found that instructors’ encouragement helps students build their PsyCap. Thus, these findings deepen our comprehension of the affective antecedents of academic PsyCap, where both personal and family-social factors influence individual psychological capital, and in addition in teamwork, where harmonious team relationships are integral contributors to individuals’ psychological capital.…”

“…In academia, an increasing body of studies suggests that PsyCap has a beneficial influence on students’ outcomes. 53 …”

“…For instance, one study found PsyCap fully mediated academic support and academic performance, partially mediated academic support and learning engagement, and peer support and academic performance. 53 Chen et al 64 stated that PsyCap and academic self-efficacy mediate the impact of learning experiences on achievement. Furthermore, Hicks and Wu 57 revealed that PsyCap mediates between academic adaptation and procrastination, fully mediating the relationship between creative coping and positive emotions, and partially mediating negative emotions.…”

The impacts of learning motivation, emotional engagement and psychological capital on academic performance in a blended learning university course

“…Studies have suggested a positive relationship between psychological capital and academic performance (Jafri, 2013). Psychological capital affects academic performance (Carmona-Halty et al, 2021;Slåtten et al, 2023). School psychological capital was associated with optimal academic outcomes (King and Caleon, 2021).…”

“…Learning motivation, especially intrinsic motivation, is positively correlated with academic outcomes measured by scores or grades (Schunk et al, Liu et al 10.3389/fpsyg.2024.1357936 Frontiers in Psychology 02 frontiersin.org 2008; Lazowski and Hulleman, 2016;Alkış and Taşkaya Temizel, 2018); Emotional engagement is considered to directly affect learning outcomes or indirectly affect by shaping behavioral and cognitive engagement (Raver, 2002;Bierman et al, 2008;Liew et al, 2008;Engels et al, 2021;Hasnine et al, 2023). Psychological capital, as an individual's positive psychological state, leads to positive organizational behavior, and has a positive relationship with academic performance (Jafri, 2013;Khajavy et al, 2019;Carmona-Halty et al, 2021;King and Caleon, 2021;Slåtten et al, 2023). However, only limited research includes all three factors, although there is some study on interaction between two of these three factors.…”