The strengthening starts at home: Parent–child relationships, psychological capital, and academic performance – a longitudinal mediation analysis
comunitat-uji-handle:10234/9
comunitat-uji-handle2:10234/8034
comunitat-uji-handle3:10234/8637
comunitat-uji-handle4:
INVESTIGACIONMetadata
Title
The strengthening starts at home: Parent–child relationships, psychological capital, and academic performance – a longitudinal mediation analysisDate
2020-07-01Publisher
SpringerISSN
1046-1310; 1936-4733Bibliographic citation
Carmona-Halty, M., Salanova, M. & Schaufeli, W.B. The strengthening starts at home: Parent–child relationships, psychological capital, and academic performance – a longitudinal mediation analysis. Curr Psychol (2020). https://doi.org/10.1007/s12144-020-00898-8Type
info:eu-repo/semantics/articlePublisher version
https://link.springer.com/article/10.1007/s12144-020-00898-8Version
info:eu-repo/semantics/submittedVersionSubject
Abstract
This longitudinal study examines how academic psychological capital mediates between parent–child relationships and academic performance in a group of high school students. The sample consisted of 402 students (217 ... [+]
This longitudinal study examines how academic psychological capital mediates between parent–child relationships and academic performance in a group of high school students. The sample consisted of 402 students (217 girls and 187 boys) aged between 12 and 17 years. Using a three–wave design, as hypothesized, a significant indirect effect was found between (good) parent–child relationships (assessed at time 1) and academic performance (assessed at time 3) via academic PsyCap (assessed at time 2). Students who perceived high–quality relationships with their parents reported high levels of academic psychological capital and obtained better objective academic performance over time. Theoretical and practical implications of the results are discussed, as well as strengths and weaknesses and future research directions. [-]
Description
This is a pre-print of an article published in Current Psychology. The final authenticated version is available online at: https://doi.org/10.1007/s12144-020-00898-8
Is part of
Current Psychology, 2020Rights
© Springer Science+Business Media, LLC, part of Springer Nature
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info:eu-repo/semantics/openAccess
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info:eu-repo/semantics/openAccess
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