Positive Academic Emotions and Academic Achievement: The Role of Academic Psychological Capital
Academic achievement and academic psychology have been paid much attention to and studied by educational managers and psychologists for the past few years. A survey of 613 university students in Vietnam used a pre-designed questionnaire to investigate the relationship between positive academic emotions, psychological capital, and achievement. In this study, academic psychological capital is viewed as a high-ordered construct composed of four components: self-efficacy, hope, resilience, and optimism. The formative measurement model is used to assess this construct. This study uses both qualitative and quantitative research methods. The in-depth interview method is used in qualitative research to gain a deeper understanding of the relationship amongst concepts and complete the interview questionnaire. The Partial Least Squares Structural Equation Model (PLS-SEM) is utilized for quantitative research. The research findings indicate certain relations between these concepts. Positive academic emotions, in particular, have a positive impact on academic psychological capital and academic achievement. Academic psychosocial capital also has a positive relationship with academic achievement. In addition to the direct effects mentioned above, the study discovers that academic psychological capital plays a mediating role in the impact of positive academic emotions on academic achievement. This study also offers some managerial implications to the research problems to improve university students’ achievement.
Keywords: positive academic emotions, academic achievement, academic psychological capital, higher education.
ADIL, A., AMEER, S., & GHAYAS, S. (2020). Impact of academic psychological capital on academic achievement among university undergraduates: Roles of flow and self‐handicapping behavior. PsyCh Journal, 9(1), 56-66. https://doi.org/10.1002/pchj.318
BASINSKA, B. A., GRUSZCZYNSKA, E., & SCHAUFELI, W. B. (2014). Psychometric properties of the polish version of the Job-related Affective Well-being Scale. International Journal of Occupational Medicine and Environmental Health, 27(6), 993-1004. https://doi.org/10.2478/s13382-014-0329-x
CARMONA-HALTY, M., SALANOVA, M., LLORENS, S., & SCHAUFELI, W. B. (2019). Linking positive emotions and academic performance: The mediated role of academic psychological capital and academic engagement. Current Psychology, 40, 1-10. https://doi.org/10.1007/s12144-019-00227-8
CARMONA–HALTY, M., SALANOVA, M., LLORENS, S., & SCHAUFELI, W. B. (2018). How psychological capital mediates between study–related positive emotions and academic performance. Journal of Happiness Studies, 20(2), 605-617. https://doi.org/10.1007/s10902-018-9963-5
CHIN, W. W., MARCOLIN, B. L., & NEWSTED, P. R. (2003). A partial least squares latent variable modeling approach for measuring interaction effects: Results from a Monte Carlo simulation study and an electronic-mail emotion/adoption study. Information Systems Research, 14(2), 189-217. https://doi.org/10.1287/isre.188.8.131.5218
DATU, J. A. D., KING, R. B., & VALDEZ, J. P. M. (2018). Psychological capital bolsters motivation, engagement, and achievement: Cross-sectional and longitudinal studies. The Journal of Positive Psychology, 13(3), 260-270.
DIENER, E., THAPA, S., & TAY, L. (2020). Positive emotions at work. Annual Review of Organizational Psychology and Organizational Behavior, 7, 451-477. https://doi.org/10.1146/annurev-orgpsych-012119-044908
FREDRICKSON, B. L. (1998). What good are positive emotions? Review of General Psychology, 2(3), 300-319. https://doi.org/10.1037%2F1089-26184.108.40.2060
FREDRICKSON, B. L. (2013). Positive emotions broaden and build. Advances in Experimental Social Psychology, 47, 1-53. https://doi.org/10.1016/B978-0-12-407236-7.00001-2
FREDRICKSON, B. L., & JOINER, T. (2018). Reflections on positive emotions and upward spirals. Perspectives on Psychological Science, 13(2), 194-199. https://doi.org/10.1177%2F1745691617692106
GAUTAM, P., & PRADHAN, M. (2018). Psychological capital as moderator of stress and achievement. Indian Journal of Positive Psychology, 9(1), 22-28. http://doi.org/10.15614/ijpp.v9i01.n737
HAIR, J. F., RISHER, J. J., SARSTEDT, M., & RINGLE, C. M. (2019). When to use and how to report the results of PLS-SEM. European Business Review, 31(1), 2-24. https://doi.org/10.1108/EBR-11-2018-0203
HAIR JR, J. F., HULT, G. T. M., RINGLE, C., & SARSTEDT, M. (2016). A primer on partial least squares structural equation modeling (PLS-SEM). Los Angeles: Sage
HENSELER, J., RINGLE, C. M., & SINKOVICS, R. R. (2009). The use of partial least squares path modeling in international marketing. New Challenges to International Marketing, 20, 277-319.
LUTHANS, F., & YOUSSEF-MORGAN, C. (2017). Psychological capital: An evidence-based positive approach. Annual Reviews of Organizational Psychology and Organizational Behavior and Human Decision Processes, 4, 339-366.
LUTHANS, F., YOUSSEF, C. M., & AVOLIO, B. J. (2015). Psychological capital and beyond: Oxford University Press, USA.
NAMBUDIRI, R., SHAIK, R., & GHULYANI, S. (2020). Student personality and academic achievement: mediating role of psychological capital (PsyCap). International Journal of Educational Management, 34(4), 767-781. https://doi.org/10.1108/IJEM-12-2018-0385
NGUYEN, H. M., & NGO, T. T. (2020). Psychological capital, organizational commitment and job performance: A case in Vietnam. The Journal of Asian Finance, Economics, and Business, 7(5), 269-278. https://doi.org/10.13106/jafeb.2020.vol7.no5.269
NGUYỄN, M. H., & NGÔ, T. T. (2018). Psychological capital: theory and scale. Ho Chi Minh City Open University Journal of Science, 63(6), 30-42.
NOLZEN, N. (2018). The concept of psychological capital: a comprehensive review. Management Review Quarterly, 68(3), 237-277. https://doi.org/10.1007/s11301-018-0138-6
RUDAKOV, V., & ROSHCHIN, S. (2019). The impact of student academic achievement on graduate salaries: the case of a leading Russian university. Journal of Education Work, 32(2), 156-180. https://doi.org/10.1080/13639080.2019.1617839
SLÅTTEN, T., LIEN, G., EVENSTAD, S. B. N., & ONSHUS, T. (2021). Supportive study climate and academic performance among university students: the role of psychological capital, positive emotions and study engagement. International Journal of Quality and Service Sciences, 92, 585-600. https://doi.org/10.1108/IJQSS-03-2020-0045
SOLEIMANI, L., & DHGHNI, Y. (2017). Relationship between developmental assets and academic achievement: Mediating role of psychological capital. Journal of Psychological Achievements, 24(1), 127-150.
TEBALDI, E., BEAUDIN, L., & HUNTER, J.-G. (2017). Re-assessing the impact of academic performance on salary level and growth: a case study. Applied Economics Letters, 24(11), 804-808. https://doi.org/10.1080/13504851.2016.1229409
ZHUN, G., SCHOOLER, J. W., YONG, W., & MINGDA, T. (2018). Research on the relationship between positive emotions, psychological capital and job burnout in enterprises’ employees: Based on the broaden-and-build theory of positive emotions. Canadian Social Science, 14(5), 42-48. http://dx.doi.org/10.3968/10383
- There are currently no refbacks.