Resiliency and academic engagement: A moderated mediation model

The path from social and organizational resources to satisfaction: the mediating role of academic engagement and the moderating role of psychological capital

Purpose

This study draws on the Job Demands-Resources (JD-R) model to analyze if (1) social and organizational resources impact students' satisfaction, via academic engagement, and (2) psychological capital moderates the mediating path.

Design/methodology/approach

To test our hypotheses, the authors collected data from two well-established higher education institutions (HEIs), in which 840 students participated.

Findings

Additionally, the results demonstrated that the indirect relationship between resources and satisfaction through academic engagement was conditional on the individual's levels of psychological capital, in such a way that it became stronger for those who presented lower levels of psychological capital, compared to those with higher levels. The students' satisfaction can be an indicator of the institution's perceived quality, in addition to positioning the HEI as a healthy organization.

Research limitations/implications

The cross-sectional design of the study is a limitation.

Practical implications

The students' satisfaction levels can be an indicators of the institution's perceived quality, in addition to positioning the HEI as a healthy organization. Thus, these conclusions can contribute to guiding the actors of HEIs in designing and promoting interventions to promote students' satisfaction.

Originality/value

However, the study presents some guidelines for academic and organizational practice, namely regarding the relevance of resources for increasing academic engagement and, consequently, satisfaction.