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Journal ArticleDOI

Student Personality and Academic Achievement: Mediating Role of Psychological Capital (PsyCap).

19 Dec 2019-International Journal of Educational Management (Emerald)-Vol. 34, Iss: 4, pp 767-781

AbstractThe purpose of this paper is to investigate the role of a second-order state-like construct “psychological capital” (or PsyCap) as an underlying mechanism explaining the personality–academic achievement (AA) relationship in the educational context.,The conceptual model was statistically tested on a sample of 305 post-graduate students at a premier business school in central India using standard measures of personality and PsyCap. AA was measured through cumulative grade point average obtained from the administrative office. Data were collected through multiple sources to minimize common method variance. Analysis was done using macro PROCESS and validated using PLS–SEM.,Results indicated that PsyCap positively influenced AA. Furthermore, PsyCap mediated the relationship between openness to experience, extraversion, agreeableness dimensions of student personality and AA.,Longitudinal research designs with interventions to enhance PsyCap of students may strengthen the findings of this study.,The findings suggest that the curriculum in higher education institutions should include interventions on building the PsyCap of the students as it positively correlates to the AA. Academic administrators may not have control on students’ dispositional traits, but they can design interventions to improve the psychological (state like) resources of the students. Follow-up interviews with academic administrators reinforced these implications.,This study provided initial evidence that positivity, in general, and PsyCap, in particular, have a positive impact on students’ AA. This is one of the first studies to examine the role of PsyCap in personality–AA relation in the higher educational context wherein high levels of stress and burnouts have been reported by students due to high competition in achieving goals.

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Abstract: The purpose of this research was to implement the strength-based student guidance among ninth graders by using a Power Zone tool and to analyse what kind of impact the guidance had in students. The...

3 citations

Journal ArticleDOI
Abstract: Purpose Although managers and academicians have recognised the importance of high-commitment work systems (HCWS), work engagement and psychological capital (PsyCap) in service firms, many questions remain unanswered. This study aims to fill the gaps in the area of work engagement by considering the relationships among HCWS, PsyCap and work engagement. In this cross-sectional study, the author drew on the social exchange theory to analyse these relationships. Design/methodology/approach Cross-sectional data from 309 employees from India’s services sector was collected to investigate HCWS and work engagement associations. The data were analysed by structural equation modelling. Findings The study findings integrate the existing literature on human resource (HR) systems and positive psychology by identifying the critical role of PsyCap in passing the positive effects of HCWS to engage employees in their work. Further, it supports the assumption that PsyCap is formed primarily based on organisational practices, thereby addressing the paucity of research that examined the antecedents of PsyCap. Practical implications Owing to study findings, service firms are encouraged to carry out human resource development intervention(s) to make their employees psychologically capable. Since PsyCap is a state-like construct, it can be developed among individuals. Thus, managers can develop their employees’ PsyCap through various training interventions. Originality/value The mediating role of PsyCap in the HCWS and work engagement in India’s service industries settings was tested. The present study’s findings contribute to the theory of strategic human resource management by explaining how HCWS can help employees engage better in their work.

1 citations

Journal ArticleDOI
01 Oct 2021
Abstract: The last few decades have seen the importance of education increasing in the subcontinent. A steep rise in the emphasis on girls’ education is also observed in India. The current education scenario in the country requires students to get very high scores at higher secondary level for admission into reputable colleges and universities. This study intends to understand the predictors of academic performance by gathering opinions from female students. The relative weights of the predictors, namely self-discipline, student interest, study habits, teacher expertise, and family support, were computed based on the responses and presented. This study employed a multi-criteria decision-making (MCDM) technique for the same. As the study involved vagueness, the fuzzy version was used. Fuzzy Analytic Hierarchy Process (FAHP) is the MCDM technique utilized here. Student–participants were from cities, all belonging to the same stream and board of education. The study finds student interest to be a key predictor, followed by self-discipline, teacher expertise, study habits, and family support, respectively. The results imply that studying with interest can influence academic performance to a great extent. This study will be helpful to researchers, academicians, schools, and parents. It is suggested that investigations could be carried out with boys and students in other places and boards of education to throw more light on predictors.

References
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TL;DR: The theory and findings suggest that the capacity to experience positive emotions may be a fundamental human strength central to the study of human flourishing.
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Abstract: Baron and Kenny’s procedure for determining if an independent variable affects a dependent variable through some mediator is so well known that it is used by authors and requested by reviewers almost reflexively. Many research projects have been terminated early in a research program or later in the review process because the data did not conform to Baron and Kenny’s criteria, impeding theoretical development. While the technical literature has disputed some of Baron and Kenny’s tests, this literature has not diffused to practicing researchers. We present a nontechnical summary of the flaws in the Baron and Kenny logic, some of which have not been previously noted. We provide a decision tree and a step-by-step procedure for testing mediation, classifying its type, and interpreting the implications of findings for theory building and future research.

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TL;DR: An individual-differences measure is developed and construct validational support is provided in regard to predicted goal-setting behaviors; moreover, the hypothesized goal appraisal processes that accompany the various levels of hope are corroborated.
Abstract: Defining hope as a cognitive set that is composed of a reciprocally derived sense of successful (a) agency (goal-directed determination) and (b) pathways (planning of ways to meet goals), an individual-differences measure is developed. Studies demonstrate acceptable internal consistency and test-retest reliability, and the factor structure identifies the agency and pathways components of the Hope Scale. Convergent and discriminant validity are documented, along with evidence suggesting that Hope Scale scores augmented the prediction of goal-related activities and coping strategies beyond other self-report measures. Construct validational support is provided in regard to predicted goal-setting behaviors; moreover, the hypothesized goal appraisal processes that accompany the various levels of hope are corroborated.

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