研究本科生学业心理资本档案与应对学业压力和时间管理之间的关系

IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of International Students Pub Date : 2024-04-21 DOI:10.32674/jis.v14i3.6302

Mauricio Ramírez-Pérez, Reinaldo Zurita Zurita

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引用次数: 0

摘要

学业心理资本（A-PsyCap）是由四种心理资源（希望、效能、复原力和乐观）整合而成的核心结构。人们对 A-PsyCap 特征及其与理想学业成绩之间的关系知之甚少。本研究旨在确定智利本科生的 A-PsyCap 特征，并探讨 A-PsyCap 与应对学业压力和时间管理之间的关系。为实现这些研究目标，研究人员对 102 名智利本科生进行了抽样调查。通过聚类分析，确定了四种 A-PsyCap 特征。Optimus Profile（P1）在四种心理资源中得分最高。互补型（P2）在四种心理资源方面得分中等。功能型档案（P3）在效能感方面得分中等，而在希望、复原力和乐观方面得分较低。潜伏档案（P4）在四项心理资源方面得分较低。研究结果表明，这些 A-PsyCap 资料与应对学业压力和时间管理的关系不同。还解释了进一步研究的局限性和可能性。

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Examining the Relationship Between Academic Psychological Capital Profiles and Coping with Academic Stress and Time Management Among Undergraduate Students

Academic psychological capital (A-PsyCap) is a core construct integrated by four psychological resources (hope, efficacy, resilience, and optimism). Little is known about A-PsyCap profiles and their relationship with desirable academic outcomes. This study aims to identify A-PsyCap profiles among Chilean undergraduate students and explore the relationship between A-PsyCap and Coping with Academic Stress and Time Management. A sample of 102 Chilean undergraduate students was considered to achieve these research objectives. A cluster analysis allowed identifying four A-PsyCap profiles. Optimus Profile (P1) scores the highest in the four psychological resources. Complementary Profile (P2) shows medium scores in the four psychological resources. Functional Profile (P3) has medium scores in efficacy and low scores in hope, resilience, and optimism. Latent Profile (P4), scores lower in the four psychological resources. Results explain that these A-PsyCap profiles related differently to Coping with Academic Stress and Time Management. Limitations and possibilities for further research are explained.

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来源期刊

Journal of International Students EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.90

自引率

25.00%

发文量

审稿时长

30 weeks

期刊介绍： The journal publishes scholarly peer-reviewed articles on international students in tertiary education, secondary education, and other educational settings that make significant contributions to research, policy, and practice in the internationalization of education worldwide. We encourage the submission of manuscripts from researchers and practitioners around the world from a myriad of academic fields and theoretical perspectives, including international education, comparative education, human geography, global studies, linguistics, psychology, sociology, communication, international business, economics, social work, cultural studies, and other related disciplines. We are especially interested in submissions which mark a new and demonstratively significant advancement in research on international students on topics such as: Cross-cultural studies of acculturation, intergroup relations, and intercultural communication Career preparation, employability, and career outcomes of short- and long-term mobility Development of international student social networks Emerging trends related to the mobility of international students and scholars English-mediated instruction (EMI) and second language acquisition (L2) Experiences of globally mobile LGBTQ+ students and other student populations Geopolitical perspectives and policies related to international students and other immigrants seeking education Global learning involving diverse people collaboratively analyzing and addressing complex problems that transcend borders International faculty, teaching assistants, and postdoctoral researchers Multicultural, intercultural, and cross-cultural engagement New educational contexts that involve the use of emerging technologies and online learning International student experiences in transnational higher education providers and programs.