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.
Students from different higher education campuses and academic programs in Norway participated.
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.
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.
This study contributes to a relatively new but seemingly growing area of research in educational management, focusing on the role of student PsyCap.
Slåtten, T., Lien, G., Batt-Rawden, V.H., Evenstad, S.B.N. and Onshus, T. (2023), "The relationship between students’ psychological capital, social-contextual factors and study-related outcomes – an empirical study from higher education in Norway", International Journal of Quality and Service Sciences, Vol. ahead-of-print No. ahead-of-print. https://doi.org/10.1108/IJQSS-11-2021-0160
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