Antecedents of academic performance of university students: academic engagement and psychological capital resources
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Otros documentos de la autoría: Martinez, Isabel M.; Youssef-Morgan, Carolyn; Chambel, Maria José; Marques Pinto, Alexandra
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Mostrar el registro completo del ítemcomunitat-uji-handle:10234/9
comunitat-uji-handle2:10234/8034
comunitat-uji-handle3:10234/8637
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Antecedents of academic performance of university students: academic engagement and psychological capital resourcesFecha de publicación
2019-06-18Editor
Taylor & FrancisCita bibliográfica
MARTÍNEZ MARTÍNEZ, Isabel M.; YOUSSEF-MORGAN, Carolyn; CHAMBEL, María José; MARQUES PINTO, Alexandra (2019). Antecedents of academic performance of university students: academic engagement and psychological capital resources. Educational Psychology, v. 39, issue 8Tipo de documento
info:eu-repo/semantics/articleVersión de la editorial
https://www.tandfonline.com/doi/abs/10.1080/01443410.2019.1623382?journalCode=cedp20Versión
info:eu-repo/semantics/publishedVersionPalabras clave / Materias
Resumen
Predicting academic performance is of key importance to the success, wellbeing and
prosperity of students, their families, the economy, and the society at large. This study
investigates the relationship between ... [+]
Predicting academic performance is of key importance to the success, wellbeing and
prosperity of students, their families, the economy, and the society at large. This study
investigates the relationship between academic engagement, psychological capital (PsyCap) and
academic performance. Data were collected in two different universities, one in Spain and
another in Portugal. Students completed two self-report questionnaires regarding academic
engagement and Psychological Capital. Academic performance was assessed through Grade
Point Average, provided by the universities at the end of the exam period. The samples consisted
of 389 and 243 undergraduate students, respectively. Results showed a positive relationship
between academic engagement and PsyCap, on the one hand, and academic performance on the
other, in both samples. Results also supported PsyCap as a full mediator in the relationship
between academic engagement and academic performance. Exploration of alternative models
yielded superior fit for the proposed model. Accordingly, academically engaged students were
likely to experience higher levels of PsyCap, which in turn positively impacted their academic
performance. The results point to the importance of considering psychological predictors, rather
than the prevalent reliance on traditional predictors of academic performance. [-]
Publicado en
Educational Psychology (2019), v. 39, issue 8Proyecto de investigación
Grant from the Consellería de Educación Generalitat Valenciana – Programa Prometeo [PROMETEO/2013/025].Derechos de acceso
http://rightsstatements.org/vocab/CNE/1.0/
info:eu-repo/semantics/openAccess
info:eu-repo/semantics/openAccess
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