Psychological capital and performance among undergraduate students: the role of meaning-focused coping and satisfaction
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Mostra el registre complet de l'elementcomunitat-uji-handle:10234/9
comunitat-uji-handle2:10234/8034
comunitat-uji-handle3:10234/8637
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INVESTIGACIONMetadades
Títol
Psychological capital and performance among undergraduate students: the role of meaning-focused coping and satisfactionData de publicació
2018Editor
Taylor & FrancisISSN
1356-2517; 1470-1294Cita bibliogràfica
ORTEGA-MALDONADO, Alberto; SALANOVA, Marisa. Psychological capital and performance among undergraduate students: the role of meaning-focused coping and satisfaction. Teaching in Higher Education, 2018, vol. 23, núm. 3, p. 390-402Tipus de document
info:eu-repo/semantics/articleVersió de l'editorial
https://srhe.tandfonline.com/doi/abs/10.1080/13562517.2017.1391199#.Wwb7YooYzcsVersió
info:eu-repo/semantics/acceptedVersionParaules clau / Matèries
Resum
This study explores the predictive relationships between psychological capital (PsyCap), meaning-focused coping, satisfaction and performance among undergraduate students. Six hundred and eighty two (n=682) college ... [+]
This study explores the predictive relationships between psychological capital (PsyCap), meaning-focused coping, satisfaction and performance among undergraduate students. Six hundred and eighty two (n=682) college students from 29 different academic programs completed an academic well-being survey, which included measures of PsyCap, coping strategies, and academic satisfaction (time 1). Performance data was collected five months later (time 2), at the end of the year. Path analysis results provided support for a sequential mediation model where PsyCap was directly related to performance, and indirectly related to performance through meaning-focus coping and satisfaction. In addition, PsyCap was directly associated with satisfaction, highlighting the importance of this psychological construct in academic settings. Understanding the role that meaning-focused coping and satisfaction play in the relationship between psychological capital and performance may be useful for scholars and lecturers to design optimal evidenced-based interventions to increase both well-being and academic achievement. [-]
Publicat a
Teaching in Higher Education, 2018, vol. 23, núm. 3, p. 390-402Drets d'accés
“This is an Accepted Manuscript of an article published by Taylor & Francis Group in Teaching in Higher Education on 17/10/2017, available online: http://www.tandfonline.com/10.1080/13562517.2017.1391199"
http://rightsstatements.org/vocab/InC/1.0/
info:eu-repo/semantics/openAccess
http://rightsstatements.org/vocab/InC/1.0/
info:eu-repo/semantics/openAccess
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