Supportive study climate and academic performance among university students: the role of psychological capital, positive emotions and study engagement

IF 3.4 Q2 MANAGEMENT

International Journal of Quality and Service Sciences Pub Date : 2021-04-11 DOI:10.1108/IJQSS-03-2020-0045

T. Slåtten, Gudbrand Lien, Solveig Beyza Evenstad, Terje Onshus

{"title":"Supportive study climate and academic performance among university students: the role of psychological capital, positive emotions and study engagement","authors":"T. Slåtten, Gudbrand Lien, Solveig Beyza Evenstad, Terje Onshus","doi":"10.1108/IJQSS-03-2020-0045","DOIUrl":null,"url":null,"abstract":"\nPurpose\nThe overall aim of this study is to explore factors associated with academic performance among university students. Specifically, it explores whether a supportive study climate is directly related to academic performance and whether students’ psychological capital (PsyCap), positive emotions and study engagement play a role in the relationship between supportive study climate and academic performance.\n\n\nDesign/methodology/approach\nA total of 588 bachelor students from a range of academic programs participated in a survey. The partial least squares (PLS)-based structural equation modeling (SEM) was used to test the conceptual models and the hypothesized relationships, using the software SmartPLS.\n\n\nFindings\nNo support was found for a direct relationship between supportive study climate and academic performance. However, the results show that PsyCap, positive emotions and study engagement have a mediating role between supportive study climate and academic performance. In addition, the findings reveal a multifaceted pattern among PsyCap, positive emotions and study engagement that promotes academic performance.\n\n\nOriginality/value\nThis is the first study that simultaneously explores the role of PsyCap, emotions and study engagement between supportive study climate and academic performance among university students. Consequently, it broadens and deepens previous research and offers both theoretical and practical implications.\n","PeriodicalId":14403,"journal":{"name":"International Journal of Quality and Service Sciences","volume":null,"pages":null},"PeriodicalIF":3.4000,"publicationDate":"2021-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"22","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of Quality and Service Sciences","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1108/IJQSS-03-2020-0045","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"MANAGEMENT","Score":null,"Total":0}

引用次数: 22

Abstract

Purpose The overall aim of this study is to explore factors associated with academic performance among university students. Specifically, it explores whether a supportive study climate is directly related to academic performance and whether students’ psychological capital (PsyCap), positive emotions and study engagement play a role in the relationship between supportive study climate and academic performance. Design/methodology/approach A total of 588 bachelor students from a range of academic programs participated in a survey. The partial least squares (PLS)-based structural equation modeling (SEM) was used to test the conceptual models and the hypothesized relationships, using the software SmartPLS. Findings No support was found for a direct relationship between supportive study climate and academic performance. However, the results show that PsyCap, positive emotions and study engagement have a mediating role between supportive study climate and academic performance. In addition, the findings reveal a multifaceted pattern among PsyCap, positive emotions and study engagement that promotes academic performance. Originality/value This is the first study that simultaneously explores the role of PsyCap, emotions and study engagement between supportive study climate and academic performance among university students. Consequently, it broadens and deepens previous research and offers both theoretical and practical implications.

查看原文本刊更多论文

大学生支持性学习氛围与学业成绩:心理资本、积极情绪和学习投入的作用

目的本研究旨在探讨影响大学生学习成绩的因素。具体而言，它探讨了支持性学习氛围是否与学习成绩直接相关，以及学生的心理资本（PsyCap）、积极情绪和学习投入是否在支持性学习气氛与学习成绩之间的关系中发挥作用。设计/方法论/方法来自一系列学术项目的588名本科生参加了一项调查。基于偏最小二乘（PLS）的结构方程建模（SEM）用于测试概念模型和假设关系，使用软件SmartPLS.Findings。没有发现支持性学习氛围和学习成绩之间的直接关系。然而，研究结果表明，心理资本、积极情绪和学习投入在支持性学习氛围和学习成绩之间具有中介作用。此外，研究结果揭示了心理资本、积极情绪和学习投入之间的多方面模式，这些模式有助于提高学习成绩。独创性/价值这是第一项同时探讨心理资本、情绪和学习投入在大学生支持性学习氛围和学习成绩之间的作用的研究。因此，它拓宽和深化了以往的研究，并提供了理论和实践启示。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

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.