Journal ArticleDOI
Student Personality and Academic Achievement: Mediating Role of Psychological Capital (PsyCap).
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In this article, the authors investigated 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.Abstract:
The 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.read more
Citations
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Changes in Finnish ninth graders’ positive psychological capital (PsyCap) in a strength-based student guidance intervention
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Predictors of academic performance among girls in south Indian cities
Ambika M. Raja,R. Raju,B. Sriramadesikan,M. Surendhar,J. Darvin Rajesh,P. Thilippan,Dhanyasri S. Raja +6 more
TL;DR: In this paper, the authors employed a multi-criteria decision-making (MCDM) technique for the same and found student interest to be a key predictor, followed by self-discipline, teacher expertise, study habits, and family support, respectively.
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Shift from traditional into interactive approach: teaching monologue with the use of information and communication technologies
TL;DR: In this article , the effectiveness and relevance of the application of various methods, techniques and exercises using information technology to develop students' speech skills (in particular, monologue speech) was evaluated.
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Kajian psychological capital pada filosofi hidup Suku Banjar “Waja Sampai Kaputing” pada Strawberry Generation
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References
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Impact of psychological capital on occupational burnout and performance of faculty members
TL;DR: In this paper, the authors examined the impact and interrelation between positive psychological capital and occupational burnout among faculty associates of technical and professional training institutions and found that the personality trait of a psychological capital is an essential determinant of job burnout and performance.
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Moderation effects of personality and organizational support on the relationship between prior job experience and academic performance of management students
TL;DR: In this article, the authors investigated the relationship between prior job experience and current academic performance among management students in India and explored the impact of individual and situational factors on the above relationship.
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Disrupt or Be Disrupted: A Blueprint for Change in Management Education
TL;DR: Disrupt or Be Disrupted as discussed by the authors is a landmark book edited by Brooks Holtom and Erich Dierdorff whose subtitle promises "a blueprint for change in management education." The volume greets the reader with the boast that the MBA program, the flagship of business schools, was the greatest educational innovation of the twentieth century, and bids farewell with the warning that "we must choose to disrupt, renovate, and renew our current approaches to graduate management education, least we allow ourselves to drift into continued complacency and, ultimately, irrelevance" (p. 371).
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Early antecedents to students' expected performance
TL;DR: In this article, the authors confirm the predictive validity of several antecedents to students' early perceptions of future performance in collegiate courses, including internal locus of control, academic self concept and grade point average (GPA).
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Predictors of academic performance for finance students: Women at higher education in the UAE
TL;DR: In this paper, the authors used data drawn from a senior finance major cohort of 78 female undergraduates at Zayed University (ZU)-UAE to investigate factors, which increase the likelihood of achieving better academic performance in an Islamic finance course based on information about socioeconomic background of female students.