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

The relationship between students’ psychological capital, social-contextual factors and... 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/approachStudents from different higher education campuses and academic programs in Norway participated.FindingsPsyCap 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/implicationsOverall, 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/valueThis study contributes to a relatively new but seemingly growing area of research in educational management, focusing on the role of student PsyCap. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png International Journal of Quality and Service Sciences Emerald Publishing

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

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Publisher
Emerald Publishing
Copyright
© Emerald Publishing Limited
ISSN
1756-669X
eISSN
1756-669X
DOI
10.1108/ijqss-11-2021-0160
Publisher site
See Article on Publisher Site

Abstract

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/approachStudents from different higher education campuses and academic programs in Norway participated.FindingsPsyCap 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/implicationsOverall, 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/valueThis study contributes to a relatively new but seemingly growing area of research in educational management, focusing on the role of student PsyCap.

Journal

International Journal of Quality and Service Sciences – Emerald Publishing

Published: Mar 17, 2023

Keywords: Psychological capital; Social-contextual factors; Study engagement; Well-being; Academic performance; Higher education

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