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

IF 3.4 Q2 MANAGEMENT

International Journal of Quality and Service Sciences Pub Date : 2023-01-03 DOI:10.1108/ijqss-11-2021-0160

T. Slåtten, Gudbrand Lien, V. H. Batt-Rawden, Solveig Beyza Evenstad, Terje Onshus

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引用次数: 1

Abstract

Purpose 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/approach Students from different higher education campuses and academic programs in Norway participated. Findings 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. Research limitations/implications 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. Originality/value This study contributes to a relatively new but seemingly growing area of research in educational management, focusing on the role of student PsyCap.

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学生心理资本、社会情境因素和学习相关结果之间的关系——来自挪威高等教育的实证研究

目的本研究旨在探讨学生的心理资本（PsyCap）、社会情境因素和学习相关结果之间的关系。社会背景因素由两个与教育相关的变量表示：学术支持和同伴支持。包括三个与研究相关的结果变量，即学习参与度、学习成绩和学生幸福感。设计/方法/方法来自挪威不同高等教育校园和学术项目的学生参加了研究。FindingsPsyCap与三个研究相关的结果变量直接相关。心理资本与学习成绩之间的关系是由学习投入介导的。两个社会语境因素（学术支持和同伴支持）都与心理资本有关。最后，PsyCap还介导了两个社会情境因素和三个研究相关结果变量之间的关系。研究局限性/含义总体而言，研究结果表明，心理资本在所有研究相关结果中都发挥着关键作用。因此，高等教育机构的管理者应该认真对待学生的心理资本，并寻求干预和管理心理资本概念中包含的不同资源的方法。原始性/价值这项研究为教育管理中一个相对较新但似乎正在增长的研究领域做出了贡献，重点关注学生心理资本的作用。

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来源期刊

International Journal of Quality and Service Sciences MANAGEMENT-

CiteScore

6.00

自引率

7.70%

发文量

期刊介绍： The International Journal of Quality and Service Sciences seeks to explore various aspects of quality and services as closely interrelated phenomena in the context of ongoing transformation processes of organizations and societies. Thus the journals'' scope is not limited to micro perspectives of organizational and management related issues. It seeks further to explore patterns, behaviors, processes, mechanisms, principles and consequences related to quality and services in a broad range of organizational and social/global processes. These processes embrace cultural, economic, social, environmental and even global dimensions in order to better understand the past, to better diagnose the current situations and hence to design better the future. The journal seeks to embrace a holistic view of quality and service sector management and explicitly promotes the emerging field of ‘quality and service sciences’.The journal is an open forum and one of the main channels for communication of multi- and inter- disciplinary research and practices.