Psychological capital and performance among undergraduate students: the role of meaning-focused coping and satisfaction
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Metadatos
Mostrar el registro completo del ítemcomunitat-uji-handle:10234/9
comunitat-uji-handle2:10234/8034
comunitat-uji-handle3:10234/8637
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INVESTIGACIONMetadatos
Título
Psychological capital and performance among undergraduate students: the role of meaning-focused coping and satisfactionFecha de publicación
2018Editor
Taylor & FrancisISSN
1356-2517; 1470-1294Cita bibliográfica
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. 390-402Tipo de documento
info:eu-repo/semantics/articleVersión de la editorial
https://srhe.tandfonline.com/doi/abs/10.1080/13562517.2017.1391199#.Wwb7YooYzcsVersión
info:eu-repo/semantics/acceptedVersionPalabras clave / Materias
Resumen
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. [-]
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Teaching in Higher Education, 2018, vol. 23, núm. 3, p. 390-402Derechos de acceso
“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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