Psychological capital bolsters motivation, engagement, and achievement: Cross-sectional and longitudinal studies

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Abstract

Psychological capital (PsyCap) has been widely investigated in the organizational context. However, limited attention has been given to the role of PsyCap in the academic setting. The primary objective of this study was to examine how PsyCap is associated with academic motivation, engagement, and achievement using both cross-sectional (Study 1) and longitudinal (Study 2) approaches. Study 1 revealed that PsyCap was associated with higher autonomous motivation and controlled motivation even after controlling for relevant demographic variables. PsyCap was also associated with lower levels of amotivation. Study 2 showed that PsyCap was both a concurrent and prospective predictor of autonomous motivation, controlled motivation, academic engagement, and academic achievement even after controlling for their respective autoregressors and other relevant covariates. Mediational analyses indicated that the effects of T1 PsyCap on T2 achievement and T2 engagement were mediated by T2 autonomous motivation. The theoretical and practical implications are elucidated. Copyright © 2016 Informa UK Limited, trading as Taylor & Francis Group.
Original languageEnglish
Pages (from-to)260-270
JournalJournal of Positive Psychology
Volume13
Issue number3
Early online dateNov 2016
DOIs
Publication statusPublished - 2018

Citation

Datu, J. A. D., King, R. B., & Valdez, J. P. M. (2018). Psychological capital bolsters motivation, engagement, and achievement: Cross-sectional and longitudinal studies. The Journal of Positive Psychology, 13(3), 260-270. doi: 10.1080/17439760.2016.1257056

Keywords

  • Academic achievement
  • Academic engagement
  • Academic motivation
  • Psychological capital

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