Antecedents of academic performance of university students: academic engagement and psychological capital resources
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Other documents of the author: Martinez, Isabel M.; Youssef-Morgan, Carolyn; Chambel, Maria José; Marques Pinto, Alexandra
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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 resourcesAuthor (s)
Date
2019-06-18Publisher
Taylor & FrancisBibliographic citation
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 8Type
info:eu-repo/semantics/articlePublisher version
https://www.tandfonline.com/doi/abs/10.1080/01443410.2019.1623382?journalCode=cedp20Version
info:eu-repo/semantics/publishedVersionAbstract
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. [-]
Is part of
Educational Psychology (2019), v. 39, issue 8Investigation project
Grant from the Consellería de Educación Generalitat Valenciana – Programa Prometeo [PROMETEO/2013/025].Rights
http://rightsstatements.org/vocab/CNE/1.0/
info:eu-repo/semantics/openAccess
info:eu-repo/semantics/openAccess
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