Antecedents of Academic Performance of University Students: Academic Engagement and Psychological Capital Resources

Autor/inn/en	Martínez, Isabel M.; Youssef-Morgan, Carolyn M.; Chambel, Maria J.; Marques-Pinto, Alexandra
Titel	Antecedents of Academic Performance of University Students: Academic Engagement and Psychological Capital Resources
Quelle	In: Educational Psychology, 39 (2019) 8, S.1047-1067 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Youssef-Morgan, Carolyn M.) ORCID (Marques-Pinto, Alexandra)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
DOI	10.1080/01443410.2019.1623382
Schlagwörter	Academic Achievement; Predictor Variables; Psychological Patterns; Correlation; Learner Engagement; Positive Attitudes; Self Efficacy; Resilience (Psychology); Foreign Countries; Cross Cultural Studies; Undergraduate Students; Student Attitudes; Grade Point Average; Spain; Portugal + Suchen Sie Ihr Suchwort? Schulleistung; Prädiktor; Korrelation; Self-efficacy; Selbstwirksamkeit; Ausland; Cultural comparison; Kulturvergleich; Schülerverhalten; Spanien
Abstract	This study investigates the relationship between academic engagement, psychological capital (PsyCap) resources (efficacy, hope, optimism, resilience) and academic performance. Data were collected in two different universities, one in Spain (N = 389) and another in Portugal (N = 243). Undergraduate students completed 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. Results showed a positive relationship between academic engagement, PsyCap, and academic performance 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 a superior fit for the proposed model. Accordingly, academically engaged students were likely to experience higher levels of psychological resources, 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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01