Linking positive emotions and academic performance: The mediated role of academic psychological capital and academic engagement

Personal Resources for Psychological Well-Being in University Students: The Roles of Psychological Capital and Coping Strategies

In recent years, research has noted the increasing prevalence of mental health problems among university students. The current mental health needs of the university population, along with the multitude of stressors they face, have increased the importance of examining their psychological well-being and determining the personal resources that effectively promote it. In this context, the present research aims to analyze the roles of psychological capital (PsyCap) and coping strategies as personal resources that are significantly related to the psychological well-being (PWB) of university students. Specifically, the mediating roles of various coping strategies (both adaptive and maladaptive) in the relationship between PsyCap and PWB are explored. The study involves 391 university students from Spain. The results show partial mediation effects of adaptive coping strategies (cognitive restructuring and social support) on the relationship between PsyCap and PWB. Likewise, PsyCap is shown to be a direct positive predictor of adaptive coping strategies and PWB, as well as a direct negative predictor of maladaptive coping strategies (self-criticism). Therefore, it is concluded that PsyCap and some adaptive coping strategies serve as valuable personal resources that predict PWB in university students. PsyCap is also associated with a lower tendency to engage in maladaptive coping strategies, such as self-criticism. Similarly, the use of cognitive restructuring and/or social support is related to high levels of PWB among university students.

EFL teachers' burnout in technology enhanced instructions setting: The role of personality traits and psychological capital

The COVID-19 pandemic has caused a great alteration in teaching methodologies by adding technology to the syllabi. Indeed, the integration of technology has presented significant opportunities for language teachers to adjust to the current situation. However, it gives rise to challenges and stressors that cause burnout. Beyond work-associated issues, burnout is believed to be influenced by various factors, and with the advent of the Positive Psychology (PP) approach, there has been a shift in understanding that negative emotional states experienced by individuals can be redirected toward a positive trajectory. This shift has spurred an increasing interest in investigating the value of teachers' Psychological Capital (PsyCap) in dealing with burnout. Furthermore, the study recognizes the significance of other personal factors, including individual differences and the personality of teachers. Therefore, the present study makes efforts to unravel the intricate relationships among personality traits, PsyCap, and burnout experienced by Chinese EFL teachers in the context of Technology-enhanced instructions (TEIs). To achieve this, a total of 550 Chinese EFL teachers currently engaged in TEI settings were selected, and they responded to three relevant questionnaires. Using Structural Equation Modeling (SEM), the study found that teachers' burnout was negatively associated with PsyCap and certain personality traits, specifically openness, extroversion, agreeableness, and conscientiousness. Conversely, an increase in neuroticism was found to be positively associated with higher levels of teachers' burnout. These results highlight the importance of enhancing PsyCap and fostering positive personality traits to mitigate burnout among EFL teachers in technology-enhanced instructional settings.

Specific learning disabilities and associated emotional-motivational profiles: a study in Italian university students

In this study, we analyzed the emotional and motivational aspects characterizing the profile of university students with Specific Learning Disorders (SLD). We assessed 61 university students, 32 with SLD (age = 23.6) and 29 in the control group (age = 23.00). The results highlighted that individuals with SLD exhibit higher levels of anxiety and depression and lower resilience compared to the control group. The Multidimensional Perfectionism Scale - Short Form, which explores perfectionism, did not reveal differences between the groups. Conversely, lower scores emerged in SLD students for the intrinsic motivation sub-scales of the Academic Motivation Scale. This indicates less engagement in studying out of personal cognitive curiosity. The Self-Regulated Knowledge Scale - University, which measures various cognitive strategies, showed significantly lower scores in the SLD group for knowledge linking, knowledge training, and knowledge critique. This suggests a lower frequency with which SLD students attempt to connect new knowledge with what they already possess, apply their knowledge, ask questions, and critically analyze what they have learned. Therefore, psychological and motivational consequences are evident in this population and can impact well-being and quality of life.

Exploring the mediating role of self-efficacy beliefs among EFL university language learners: The relationship of social support with academic enthusiasm and academic vitality

This study explores the intricate relationship between social support, academic enthusiasm, and academic vitality among English language learners (ELLs) in 2023, with a specific emphasis on the intermediary role of self-efficacy beliefs. Despite the existing body of literature, there has been a notable dearth of discussions concerning the influence of social support on academic enthusiasm and vitality. In 2023, the educational landscape is evolving rapidly, demanding a deeper understanding of the factors that drive student motivation and academic engagement. This study addresses this gap by investigating the role of social support and self-efficacy beliefs in shaping academic enthusiasm and vitality among ELLs in this contemporary educational context. Through a quantitative research approach, this study engaged a cohort of 242 ELLs from Zanjan University, encompassing both genders. Data were diligently collected through the administration of four distinct questionnaires by using multiple-stage cluster sampling. To unearth insights into the complex relationships under scrutiny, data analyses were meticulously conducted using SPSS 25 and AMOS 24. The consequential findings underscore the paramount significance of cultivating a supportive educational milieu that effectively bolsters self-efficacy beliefs. This nurturing environment, in turn, begets heightened academic enthusiasm and vitality among ELLs. The implications of these findings are manifold, offering universities a valuable toolkit to forge strategies and interventions aimed at fostering not only social support but also the crucial underpinning of self-efficacy beliefs. By doing so, these institutions can effectively nurture the academic enthusiasm and vitality of ELLs, thereby enhancing their educational experience and outcomes.

The impacts of learning motivation, emotional engagement and psychological capital on academic performance in a blended learning university course

Introduction

This study aims to explore the relationships among psychological capital, learning motivation, emotional engagement, and academic performance for college students in a blended learning environment.

Method

The research consists of two studies: Study 1 primarily focuses on validating, developing, revising, and analyzing the psychometric properties of the scale using factor analysis, while Study 2 employs structural equation modeling (SEM) to test the hypotheses of relationships of included variables and draw conclusions based on 745 data collected in a university in China.

Results

Findings revealed that intrinsic motivation, extrinsic motivation, emotional engagement, and psychological capital all impact academic performance. Extrinsic learning motivation has significant positive direct effects on intrinsic learning motivation, emotional engagement, and psychological capital. Intrinsic motivation mediates the relationship between extrinsic motivation and academic performance.

Discussion

In future blended learning practices, it is essential to cultivate students' intrinsic learning motivation while maintaining a certain level of external learning motivation. It is also crucial to stimulate and maintain students' emotional engagement, enhance their sense of identity and belonging, and recognize the role of psychological capital in learning to boost students' confidence, resilience, and positive emotions.

Emotions and music through an innovative project during compulsory secondary education

This article presents the results and main conclusions of a quasi-experimental study after the implementation of an innovative project extended as a multi-year programme, called 'MusMotion', applied in compulsory secondary education, which is based on the relationship between music and emotions, as well as its effects on the academic performance of adolescents. The research analysed and tested an educational innovation project that improves students' academic performance, as well as the classroom climate between teachers and students (N = 444). A key strand of this research concerns the use of music to support students' emotional development and awareness. As we will explain, the results of this research have shown positive outcomes that have direct implications for pedagogy and classroom practice. The results confirm that there is a relationship between emotions and students' academic performance, and the innovative educational programme MusMotion can help to improve students' academic performance and the classroom climate by improving their state of mind. Educational systems, through the management of emotions via music, could help many children who today may have difficulty with their emotions.

Psychological capital research in HEIs: Bibliometric analysis of current and future trends

This study presents a comprehensive bibliometric analysis of the literature on psychological capital (PsyCap) within higher education institutions (HEIs). Its main objective is to offer an encompassing perspective on this field's current state and potential developments. To achieve this, the study examines present research trends and predicts future directions using a bibliometric approach. A total of 412 journal articles were gathered from the Web of Science database. The analysis identifies influential publications, outlines the knowledge structure, and forecasts future trends through bibliographic coupling and co-word analyses. The bibliographic coupling revealed five distinct clusters, while the co-word analysis identified four clusters. Despite the growing significance of PsyCap research in HEIs, there remains a need for greater academic efforts to comprehend the research landscape fully. This paper provides valuable insights into the expanding area of PsyCap research within HEIs. In conclusion, the study sheds light on the extensive research conducted on PsyCap in the context of HEIs and offers insights into its potential for further growth.

How does workplace support promote postdoctoral career growth? A conservation of resources perspective

Background

Postdoctoral researchers are critical to scholarly advancements, and promoting postdoctoral career growth is an endogenous path to help postdocs break through the "encircled city of scientific research". However, further research is needed to fully explore the mechanisms that connect workplace support to postdoctoral career growth.

Methods

Drawing from the Conservation of Resources theory, this study proposes a chain mediation model that demonstrates how workplace support enhances career growth by connecting psychological capital with work-life balance. To understand the motivation and career growth of postdocs in China, we conducted two questionnaires in 2021 and 2023 with the support of relevant stations.

Results

Analyzing 367 questionnaires from Chinese postdocs, our research indicates that workplace support has a positive impact on career growth. Additionally, both psychological capital and work-life balance are key factors that contribute to career growth, serving as separate mediators and as part of a chain of mediators.

Discussion

This study validates the appropriateness of the Conservation of Resources theory in the study of the influence mechanism of postdoctoral career growth and proposes targeted strategies for academic institutions to improve support systems, promoting more effective career development pathways.

Predicting Teaching Enjoyment from Teachers' Perceived School Climate, Self-Efficacy, and Psychological Wellbeing at Work: EFL Teachers

We tested an assessment model, by which teacher self-efficacy, perceived school climate, and psychological wellbeing at work, might predict teaching enjoyment. We invited a convenience sample of 355 teachers of English as a foreign language (EFL) to respond to four online questionnaires. We used confirmatory factor analysis (CFA) to check the scales' construct validity and structural equation modeling (SEM) to test associations among the variables. Our results showed that teacher self-efficacy, perceived school-climate, and psychological wellbeing were direct predictors of foreign language teaching-enjoyment (FLTE). Teacher self-efficacy affected FLTE indirectly, as induced by psychological well-being. School climate also indirectly influenced FLTE, as mediated by teacher self-efficacy and psychological wellbeing, with school climate a direct predictor of teacher self-efficacy and psychological wellbeing. Teacher self-efficacy directly affected psychological wellbeing. We discuss implications of these findings for teacher-education programs.

Boosting teacher work engagement: the mediating role of psychological capital through emotion regulation

Introduction

This study examines the predictors of work engagement among English teachers, focusing on the mediating role of psychological capital between teacher emotion regulation and work engagement.

Methods

A sample of 486 Chinese teachers participated in this research and completed self-report measures assessing emotion regulation, psychological capital, and work engagement. Structural equation modeling was employed to analyze the proposed mediation model.

Results

The results revealed a positive correlation between instructor emotion regulation and both psychological capital and work engagement. Furthermore, psychological capital emerged as a significant mediator in the relationship between emotion regulation and work engagement.

Discussion

The findings underscore the significance of enhancing teacher emotion regulation and psychological capital to potentially foster work engagement among educators. These results contribute to our understanding of the mechanisms that promote work engagement and have implications for the development of targeted interventions in the educational context.

Rethinking Learning Experience: How Generally Perceived Life Stress Influences Students' Course Perceptions in Different Learning Environments

Previous research work has already demonstrated that both the form of teaching as well as different teaching methods directly influence students' learning experience along with their psychobiological responses at the endocrine and autonomic level. Aiming to gain deeper insights into the constitution of the learning experience, this study examined the influence of external factors such as generally perceived life stress and self-efficacy on the immediate learning experience in different learning environments. Therefore, a randomized experimental field study was conducted in which both psychological constructs and physiological data (heart rate variability) were collected from healthy first-year medical students (n = 101) during the COVID-19 pandemic. In an effort to determine the consistency of the effects across various teaching formats, the same content of a practical histology course was carried out in a face-to-face setting as well as in passive and active online teaching. While self-efficacy was a strong predictor for positive course perceptions in all learning conditions (Pearson's r = 0.41-0.58), generally perceived worries correlated with higher anxiety during passive online learning and face-to-face learning (Pearson's r = 0.21-0.44), a finding supported by the negative correlation between the level of perceived life demands and enjoyment during the learning unit (Pearson's r = -0.40--0.43). Here, we additionally report initial evidence pointing towards the role of reduced general life stress as a resilience factor for the expression of physiological stress parameters in an academic context (small-sized effect; Pearson's r = 0.18). The data gathered in this study illustrate the relevance of emerging emotional manifestations-either aversive; negative effect or positive; protective effect-for the immediate learning process and thus establish a connection between medical education and the importance of mental health and wellbeing-especially discussed against the background of current social and political challenges in increasingly complex societal structures.

The core self-evaluations, psychological capital, and academic engagement: a cross-national mediation model

Introduction

An academic environment with continuously more demanding tasks requires students to capitalize on their strengths to meet the challenges and engage in learning experiences. Engaged students are deeply involved in their work, are strongly connected with their studies, and are more successful in academic tasks. The present study aimed to test a model in that core self-evaluations (CSE) predicts academic engagement (AE) directly and indirectly by increasing personal resources (i.e., psychological capital; PsyCap) in the case of two different samples, Romanian and Serbian.

Methods

Data were collected through three online questionnaires from 672 undergraduate students (Romania - 458; Serbia - 214).

Results

The findings confirmed that CSE was positively related to PsyCap, which was positively associated with AE, and PsyCap mediates the relationship between the two variables in both samples. A positive evaluation of one's characteristics (high CSE) mainly affects the cognitive and emotional mechanism of appraising the academic-related tasks one encounters (high PsyCap), ultimately shaping their motivation and engagement.

Discussion

These results pointed out the importance of the CSE and PsyCap that support each other and increase students' AE, explaining the mediating mechanism of PsyCap. Also, they provide insight into the students' engagement from two different cultural and educational contexts, being helpful to universities in their effort to increase students' engagement.

Psychological adaptation level optimization to attain the goal of sustainable education

The article aimed to study the psychological adaptability of university students. Along with that, the influence of sports activities on enhancing the psychology of students is also examined. The study also analyzes the impact of music on the psychoogy of students. A two-factor model is used for analyzing the level of college students' mental health. In this study, data was collected from 555 first-year undergraduate university students through an online questionnaire survey. Levels of both positive and negative psychological factors among students are examined. The findings indicate that students who participate in sports appear to have higher levels of positive psychological characteristics than students who do not exhibit any interest in participating in sports. Additionally, students that participate in sports have lower levels of negative psychological effects than nonparticipants. As a result, the study concluded that sports and other physical activities have a positive effect on the psychology of university students. The advantages of physical activities and sports in enhancing the mental and emotional health of students are highlighted in this study. To improve students' psychology and attain better academic results, educational institutions should provide students with various opportunities for sports.

The influence of high-quality workplace relational systems and mindfulness on employee work engagement at the time of crises

Workplace relational systems move the organizational processes therefore, the influence on employee work behavior is inevitable. Drawing on the relational systems and broaden & build theory, this study aimed to examine the impact of high-quality workplace relational systems and trait of mindfulness on employee work engagement. This study also posits that psychological capital mediates this relationship and negative affectivity plays a moderating role. Data was collected from 331 employees associated with the public and private sectors. PLS-SEM, Higher Component Modeling technique employed to analyze the data. Results showed a positive association between high-quality workplace relational systems and mindfulness with employee work engagement. Data also support the mediating role of psychological capital. This study contributes to understanding the internal mechanism of how workplace relational systems and mindfulness affect work engagement through mediating effect of psychological capital. The findings of this study showed that high-quality workplace relational systems and mindfulness are workplace factors that induce employees' work engagement. The present study advances the knowledge on the flourishment of the work environment. The findings of this study also contribute to further focusing research on the relational work environment in its response to employee behavioral dimension.

Physical activity and academic procrastination in Chinese college students: The serial mediating roles of physical self-perceptions and self-esteem

Studies have demonstrated that physical activity (PA) is negatively associated with academic procrastination. However, there is limited research on the mechanism underlying this relationship. This study aims to explore the relationship between PA and academic procrastination by investigating the roles of physical self-perceptions and self-esteem. 916 college students (650 females; Mean age = 19.11, SD age = 1.04) participated in the study. Participants completed the Physical Activity Rating Scale-3, the Physical Self-Perceptions Profile, the Rosenberg Self-Esteem Scale, and the Academic Procrastination Questionnaires. Descriptive statistics, Pearson’s correlation, and mediating effect analysis were carried out using SPSS 25.0. The results showed that (a) PA, physical self-perceptions, and self-esteem were negatively correlated with academic procrastination, (b) self-esteem mediated the association between PA and academic procrastination, and (c) physical self-perceptions and self-esteem sequentially mediated the association between PA and academic procrastination. These findings have deepened our understanding on the relationship between PA and academic procrastination, highlighting important approaches to deal with academic procrastination.

Parental Happiness Socialization and Youth Adjustment in Italy and Azerbaijan in the COVID-19 Pandemic Era

This study aims to cross-culturally identify the parental socialization strategies in response to a child's happiness and their associations with youth academic and socio-emotional adjustment, controlling for the impact of the COVID-19 pandemic. Participants were a convenient sample of Italian (N = 606, 81.9% mothers) and Azerbaijanis (N = 227, 61.4% mothers) parents of youths (Mage = 12.89, SD = 4.06; 51% girls). Parents filled out an online survey to assess their socialization strategies in response to their children's happiness, their children's negative emotion regulation and dysregulation, academic performance, and prosocial behavior. Exploratory factorial analysis showed the presence of two factors that enclosed supportive and unsupportive parental socialization strategies. A multiple-group path analysis model showed that similarly across countries, supportive parental strategies were positively related to youths' prosocial behavior and that unsupportive parental strategies were positively related to youths' negative emotion dysregulation, and negatively related to youths' academic performance and negative emotion regulation. Those results emerged controlling for parents' and adolescents' gender and age, parents' educational level, social desirability, and Covid-related problems. This study advances cross-cultural knowledge about the impact of the strategies that parents use to socialize their children's happiness in the unique context of the COVID-19 pandemic.

The relationship between students’ psychological capital, social-contextual factors and study-related outcomes – an empirical study from higher education in Norway

Purpose

This study aims to examine the relationships between students’ psychological capital (PsyCap), social-contextual factors and study-related outcomes. Social-contextual factors are represented by two education-related variables: academic support and peer support. Three study-related outcome variables are included, namely, study engagement, academic performance and student well-being.

Design/methodology/approach

Students from different higher education campuses and academic programs in Norway participated.

Findings

PsyCap is directly related to the three study-related outcome variables. The relationship between PsyCap and academic performance is mediated by study engagement. The two social-contextual factors (academic support and peer support) are both related to PsyCap. Finally, PsyCap also mediated the relationship between the two social-contextual factors and the three study-related outcome variables.

Research limitations/implications

Overall, the findings reveal that PsyCap has a key role in all study-related outcomes. Accordingly, managers of higher education institutions should take students’ PsyCap seriously and seek ways to intervene and manage the different resources embraced in the concept of PsyCap.

Originality/value

This study contributes to a relatively new but seemingly growing area of research in educational management, focusing on the role of student PsyCap.

Relation between Shyness and Music Academic Engagement: The Mediation of Achievement Goals-A Cross-Sectional Survey Study

Music discipline that emphasizes expression, performance and collaboration may cause difficulties for shy students who are prone to anxiety about social interaction, which might cause low music academic engagement and achievement. According to Models of Personality and Affect regarding the role of psychological constructs in educational contexts, shyness and academic engagement are the first and third-level variables, respectively. We hypothesized that achievement goals might be the second-level variable between shyness and academic engagement. Two hypotheses were proposed in the study: (1) shyness is negatively related to music academic engagement; (2) the music achievement goals mediate shyness and music academic engagement. The research was conducted in May 2022. A total of 515 college students who major in music were randomly recruited from a public university in Shanxi province, China. A 20 min self-report questionnaire was conducted as the data collection method. The research results revealed the following: (1) shyness was negatively associated with musical academic engagement; (2) the music mastery goals and the music performance avoidance goals (excluding the performance approach goal) partially mediated the association between shyness and music academic engagement in music learning. These findings have implications for the research and practice of music academic engagement of shyness.

The relationship between teachers' emotional intelligence and teaching for creativity: The mediating role of working engagement

Teaching for creativity (TfC) has received increasing attention as an important way to cultivate students' creative thinking and behaviors. The purpose of this study is to examine the mediating role of teachers' work engagement (WE) on the relationship between their emotional intelligence (EI) and teaching for creativity. The study is a cross-sectional design. The sample of the study is 3,307 secondary school English teachers working in Jilin Province, China. The findings show that the teachers' perceptions of emotional intelligence, work engagement and teaching for creativity are relatively high. The findings confirm the hypotheses. The results of structural equation modeling and bootstrapping show that teachers' emotional intelligence is positively correlated with work engagement and teaching for creativity, and teachers' work engagement mediates the relationship between emotional intelligence and teaching for creativity.

The Relationships of Creative Coping and College Students' Achievement Emotions and Academic Stress: The Mediating Role of Psychological Capital

Creative coping is the use of creativity as a positive strategy when facing stress. The existing empirical investigation of creative coping is scarce, particularly in the field of educational psychology. The present study aims to explore the relationships of college students' creative coping and their achievement emotions and academic stress as well as the underlying mechanism. The sample included 780 Chinese college students. The Creative Coping Scale, Positive Psychological Capital Questionnaire, Learning Stress Inventory for College Students, and the short version of the Achievement Emotions Questionnaire were used. Statistical results showed that creative coping was positively related with students' positive achievement emotions and negatively related with negative achievement emotions, but insignificantly with academic stress. Moreover, psychological capital played a mediating role in the relationship between creative coping and achievement emotions and in the relationship between creative coping and academic stress with a suppression effect.

The challenges and experiences of academics supporting psychological capital among students at the emergence of COVID-19: A qualitative investigation of award-winning educators at a British university

BACKGROUND

Studies show that student mental health has continued to deteriorate over the years. Developing strengths-based approaches could aid educators in the development of Psychological Capital (PsyCap) and positive protective factors in students to support their mental well-being and aid in their success; however, little is known of the subject experience of educators who attempt this.

AIMS

This study aims to understand the experience of award-winning educators; both in their attempts to cultivate positive protective factors in students and in challenges to the pursuit of that goal during the shifting academic landscape at the emergence of COVID-19.

SAMPLE

Six award-winning educators from a British university.

METHODS

Participants were interviewed over video calls in this research design using semi-structured interviews. Thematic analysis was used to analyse the data.

RESULTS & DISCUSSION

The results showed two major themes; pressures for academics and strength-based approached to cultivating PsyCap. These themes reflected that educators saw an urgent need for students to develop resilience as they struggle to handle subjective failure and that students struggle with imposter syndrome. The educators identified the challenges as feeling taken for granted, having unmanageable workloads along high expectations placed on them.

CONCLUSION

COVID-19 has added significantly to the workloads of educators and demonstrated students' need for resilience. This research identifies the experiences of educators trying to improve strengths-based practice while identifying the challenges of pursuing that goal in the changing pedagogy post-COVID-19.

The relationship between basic psychological needs satisfaction and university students’ academic engagement: The mediating effect of emotional intelligence

Introduction

Basic psychological needs satisfaction (BPNS) and Emotional intelligence (EI) have been underscored as helpful psychological constructs in explaining academic engagement. However, the joint interaction of BPNS with EI abilities to explain academic engagement has not been tested. Therefore, the present study aimed to investigate the interactive role of BPNS with EI abilities in the prediction of academic engagement in a sample of Chinese university students.

Methods

A questionnaire survey was administered to a sample of 466 university students. The data were analyzed using the SPSS (version 21.0) software. The first analysis consisted of descriptive statistics (including mean and standard deviation) and Pearson’s correlations among BPNS, EI, and academic engagement. Through structural equation modeling (SEM), direct and indirect effects were calculated.

Results

The results showed that BPNS was positively associated with academic engagement and that only the Use of emotion dimension of EI mediated these associations.

Discussion

These results suggest that important interventions incorporated with BPNS and EI abilities, especially the use of emotion ability, may be performed to promote university students’ academic engagement.

The Moderating Role of Teamwork Engagement and Teambuilding on the Effect of Teamwork Competence as a Predictor of Innovation Behaviors among University Students

Sustainable innovation is the cornerstone of economic growth and development of regions and nations, as well as of organizational competitiveness and success. Innovation is a complex process that relies on individuals and often implies social activities based on interaction with others. Higher Education (HE) is expected to prepare innovative and teamwork-competent individuals. However, it has been noted that, so far, HE has not really addressed the question of how to train innovative college students capable of working in teams. To face such challenges, incorporating active teaching and learning methodologies, such as game-based learning (GBL), could be of great utility, as well as conducting much more research about the effect of teamwork-related factors on IWB, such as teamwork engagement (TWE) and teambuilding (TB). Under this background, our aim was to test the predictor effect of teamwork competence (TWE) on IWB, exploring the moderating role of TWE and TB in a sample comprising 142 college students of Health Sciences and Social Work. Our obtained results, through a multiple additive moderation analysis, showed that TWC positively predicted IWB. Moreover, this effect was moderated by TWE and TB. Therefore, these findings set light around how to foster IWB in HE.

Fostering Academic Engagement in Post-graduate Students: Assessing the Role of Positive Emotions, Positive Psychology, and Stress

Aim

The current study attempted to assess the effect of positive emotion on post-graduate students' psychological capital (PsyCap) as well as on their academic engagement behavior. Also, the direct relationship between PsyCap and academic engagement behavior was assessed alongside the presence of Stress as a moderating variable between PsyCap and academic engagement behavior amongst post-graduate students in Malaysia.

Materials and Methods

A self-administered questionnaire was used for data collection from 373 post-graduate Ph.D. students registered in various universities throughout Malaysia with a non-probabilistic sampling technique. Research respondents belonged to management, humanities, engineering, computer science, and health sciences domains, and they responded through a questionnaire copy. Statistically, structural equation modeling (SEM) was applied to evaluate confirmatory factor analysis (CFA), reliability analysis, validity analysis, measurement model, structural model, and path analysis. Furthermore, the (5000) bootstrapping approach was utilized to test the final model.

Results

For the hypothesized model, our results confirmed that positive emotions had a positive and significant effect on students' psychological capita as well as on their academic engagement behavior. Further, PsyCap also had a positive and significant effect on academic engagement behavior. Our results also reported that stress as a moderating variable has a negative and deteriorating effect on the relationship between PsyCap and the academic engagement of students.

Conclusion

The study's findings support the theoretical assumption that positive emotions help individuals generate cognitive resources, which in turn help them manage their engagement behavioral requirements. However, the stress caused by their study needs may deplete their psychological resources, consequently influencing their academic engagement behavior. Interventions like personal coaching/counseling, appropriate follow-up, and flexible goal settings with other measures may help post-graduate students in achieving their daunting tasks.

Comparative Study on Students’ Engagement and Academic Outcomes in Live Online Learning at University

Many studies have assessed students’ engagement with learning and academic outcomes and studied the influence of the engagement level on academic outcomes. Nevertheless, there are few studies that demonstrate the results of live online learning and reveal whether gender or/and education level mediates the relationships between students’ engagement and academic outcomes. A total of 301 under- and postgraduate students from the Humanity Institute of Peter the Great Polytechnic University voluntarily participated in this study. We conducted online surveys to reveal the level of students’ engagement and academic outcomes in the process of live online learning and analyzed the associations between these variables. Results displayed higher levels of engagement and academic outcomes for females, and the difference between the results was significant, particularly for behavioral and emotional engagement (p < 0.001). Significant differences of the measurement factors including behavioral engagement (p < 0.01), cognitive engagement (p < 0.01), and academic outcomes (p < 0.05) were revealed between undergraduate (UG) and postgraduate (PG) students. The findings obtained by using the linear regression analysis technique indicated that engagement scores significantly predict the students’ academic outcomes for both females and males, while UG and PG students demonstrated different results. It was detected that cognitive engagement has a greater effect on academic outcomes for PG students, while behavioral engagement has a greater effect on academic outcomes for UG students.

The Association between University Students’ Achievement Goal Orientation and Academic Engagement: Examining the Mediating Role of Perceived School Climate and Academic Self-Efficacy

Enhancing academic engagement in university students can help enrich students’ educational experience. Drawing on the Conservation of Resources Model and the Job Demand-Resources Model, this study aims to explore the links between undergraduates’ achievement goal orientation and academic engagement (AE), by examining the mediating functions of perceived school climate (PSC) and academic self-efficacy (ASE). Using whole-group sampling, 571 Chinese undergraduates were selected using a self-reporting method to explore the impacts of mastery-approach goals (MAGs) and performance-avoidance goals (PAGs) on AE, as well as the chain mediating effects of PSC and ASE. The findings show that both MAGs and PAGs have a positive, direct, predictive effect on university students’ AE. Additionally, both goal orientations indirectly predict AE through PSC and ASE, separately. The results showed there was also a significant chain mediating effect of PSC and ASE, where for both goal orientations, AE was positively predicted. This study highlights the role of environmental as well as personal factors in facilitating self-regulated learning among university students, and it discusses implications for future research.

Academic enjoyment, behavioral engagement, self-concept, organizational strategy and achievement in EFL setting: A multiple mediation analysis

Motivated by the positive psychology movement in the English as Foreign Language (EFL), existing studies have demonstrated that subject-related enjoyment has a positive correlation with academic achievement. However, quite a few studieshave examined why academic enjoyment can predict positive academic achievement. This study aimed to investigate whether behavioral engagement, self-concept, and organizational strategy mediated relations between academic enjoyment and achievement in EFL setting. 528 Chinese secondary school students (Male: N = 280; Female: N = 248) participated in the survey and completed the questionnaires on EFL-related enjoyment, behavioral engagement, self-concept, organizational strategy, and academic performance. Structural equation model (SEM) analyses showed that students’ academic enjoyment positively predicted their English achievement. Academic engagement, self-concept, and organizational strategy had parallel multiple mediating effects between academic enjoyment and English achievement. Multi-group SEM analysis demonstrated that the model had invariance across genders, indicating that the model is applicable to both male and female students. Limitations and implications are discussed.

The relationship between students' psychological security level, academic engagement and performance variables in the digital educational environment

In connection with the situation with COVID-19 almost all universities in the world were transferred to e-learning format, therefore new factors started to influence academic engagement and performance. Psychological security is one of these factors. Many researches have studied the importance of psychological security level among students, some of them proposed the methodology of assessing the indicator. Nevertheless, there are few studies that demonstrate the relationship between psychological security level of students and their academic engagement and performance. The aim of the current study is to close this scientific gap. For the assessment the Trustworthiness Factors survey, Academic Engagement Scale and academic performance results were used. A total of 351 students aged between 19 and 21 (M = 19.57, SD = 0.59), mainly female (57%), were integrated in the sample. Online surveys were conducted to reveal the level of students' psychological security, their academic engagement and performance in the process of e-learning and analyze the associations between these variables. The female students analyzed showed higher levels of psychological security, and especially in the communication of own ideas in webinar rooms. The same tendency was found in the levels of academic engagement and performance. The findings obtained by using the linear regression analysis technique indicated that psychological security predicted academic performance positively. In contrast to earlier studies, student safety is considered not only as an aspect of personal data security, but more as a psychological one. It was possible to conclude that the influence of psychological security on students' engagement and academic performance is particularly visible in the online educational environment.

Components of engagement in saying-is-believing exercises

The saying-is-believing effect is an important step for changing students' attitudes and beliefs in a wise intervention. However, most studies have not closely examined the process of the saying-is-believing effect when individuals are engaged in the activity. Using a qualitative approach, the present study uses an engagement framework to investigate (a) components of engagement in the saying-is-believing effect; and (b) how differently students may engage in a saying-is-believing exercise. Semi-structured interviews were conducted with 14 undergraduates in a scholarship program for low-income transfer students from community college. Analysis using inductive and deductive approaches found that students varied on the extent to which they experienced the effectiveness of the saying-is-believing effect through affective, cognitive, and behavioral experiences. The study offers examples of how people can indeed differ in the extent to which they experience the saying-is-believing effect, and the implications for designing more effective interventions. Specifically, students' positive affective experiences from seeing the larger goal of creating videos may be important components for the saying-is-believing effect to work. Behavioral experiences, such as learning soft skills, academic skills learned indirectly from the intervention, and academic skills learned directly from the intervention were accompanied by both positive affective and cognitive experiences. Findings show the importance of students' differential engagement in saying-is-believing exercises both for building more effective wise interventions and interpreting heterogeneity in intervention effectiveness.

Growth mindset matters: Influences of socioeconomic status on Chinese secondary vocational students’ learning engagement

Two studies carried out in China examined the relationship between socioeconomic status and learning engagement and explored the roles of psychological needs satisfaction and growth mindset in this relationship. Study 1 investigated the relationship between socioeconomic status and learning engagement among 280 secondary vocational students by manipulating their perceptions of their relative socioeconomic rank. We found that Chinese secondary vocational students primed with high socioeconomic status scored significantly higher in learning engagement measurements than did those primed with low socioeconomic status. Study 2 consisted of 1,146 secondary vocational students (686 boys and 460 girls) who completed questionnaires assessing socioeconomic status, growth mindset, psychological needs satisfaction, and learning engagement. The results showed that psychological needs satisfaction mediated whereas growth mindset moderated the positive relationship between socioeconomic status and learning engagement. Theoretical and practical implications are discussed.

Can Trait Mindfulness Improve Job Satisfaction? The Relationship Between Trait Mindfulness and Job Satisfaction of Preschool Teachers: The Sequential Mediating Effect of Basic Psychological Needs and Positive Emotions

Objective: This study aims to explore the relationship between basic psychological needs and positive emotions of preschool teachers between trait mindfulness and job satisfaction. Methods: Three hundred and ninety-eight preschool teachers were tested with mindfulness attention awareness scale, basic psychological needs scale, positive emotion scale, and job satisfaction scale. Results: Preschool teachers trait mindfulness can predict job satisfaction (β = 0.265, p < 0. 001). Preschool teachers trait mindfulness has an indirect impact on job satisfaction through basic psychological needs (β = 0.059, p = 0.002), and preschool teachers trait mindfulness has an indirect impact on job satisfaction through positive emotions (β = 0.123, p < 0. 001). In addition, basic psychological needs and positive emotions play a sequential intermediary role between preschool teachers trait mindfulness and job satisfaction (β = 0.017, p < 0. 001). Conclusion: Basic psychological needs and positive emotions play a sequential mediating role between preschool teachers trait mindfulness and job satisfaction, and this sequential mediating effect accounts for a high proportion of the total effect.

Fostering University Students’ Engagement in Teamwork and Innovation Behaviors through Game-Based Learning (GBL)

Higher Education Instituions (HEIs) should be the driving force behind the training of college students in terms of both hard and soft skills (for example, innovation and teamwork competencies), and they should also do so without neglecting their health and well-being, perhaps more than ever in these complex times of the SARS-CoV2 pandemic. Game-based learning (GBL) could be a powerful and useful tool in this regard. There is, however, some controversy surrounding the use of games for learning purposes in higher education institutions, and most of the research done about this issue corresponds to GBL through digital games. Under this background, the main objective of this study was to test the effect of GBL on the intrinsic motivation (IM), teamwork engagement (TWE), team building (TB), teamwork competence (TWC), and innovation behaviors (IWB) of 142 college students of Health Sciences and Social Work. After rehearsing in small groups, the game was tested (T2). Our results obtained through the differential analyses confirmed that undergraduates were more intrinsically motivated, experienced more TWE, TB, and TWC, and developed more IWB than before playing the game (T1). Therefore, the development of core personal skills might be promoted effectively by games in an efficient, engaging, and motivating way.

Autonomy-Supportive Faculty, Students' Self-System Processes, Positive Academic Emotions, and Agentic Engagement: Adding Emotions to Self-System Model of Motivational Development

The aim of this study was to investigate mediating roles of students' self-system processes and positive academic emotions in a relationship between supporting autonomy and agentic engagement. In This research structural equation modeling was used to analyze a conceptual model. The sample consisted of 452 undergraduate students of Ferdowsi University of Mashhad. The research instruments included the autonomy-supportive environment inventory, the self-system processes questionnaire, three questionnaires of academic emotions, and the agentic engagement scale. The findings showed that supporting autonomy had an indirect effect on students' achievement emotions, via self-system processes. Self-system processes had direct and indirect effects on agentic engagement, via positive academic emotions. Supporting autonomy had an indirect effect on agentic engagement by mediating role of self-system processes and positive academic emotions. Accordingly, emotions are proximal determinants of agentic engagement. Supporting autonomy and self-system processes affect agentic engagement from the pathway of academic emotions. Therefore, in addition to environmental factors and self-appraisals, it is necessary to consider students' emotional experiences to promote agentic engagement in learning settings.

A Tale of Two Capitals: How Task-Oriented and Guanxi-Oriented Psychological Capitals Lead to a Sustainable Workforce in Rural China

Psychological capital (PsyCap) is documented to be positive in influencing employees' behavior. However, little attention has been paid to its role in maintaining a sustainable workforce in underprivileged rural areas. Also less known is the complex relations between PsyCap and other consequence variables. Moreover, previous studies in this field did not adequately address the cross-cultural applications of positive resources, though many facets of PsyCap are culture related. To address the gaps, the current study explored the complex relationships linking PsyCap and organizational commitment in a sample of public civil servants (gongwuyuan cadres, n=583) at the township level in the rural areas of northwestern China. Two types of PsyCap, task-oriented PsyCap, which is similar to the PsyCap in the west, and guanxi-oriented PsyCap, which is unique in the Chinese culture, were measured. Task-oriented PsyCap is composed of enterprise-diligence, resiliency-perseverance, optimism-hope, and confidence-courage. Guanxi-oriented PsyCap is composed of toleration-forgiveness, modesty-prudence, thanksgiving-dedication, and respect-courtesy. AMOS 23.0 software was used to establish structural equation models. The results show that both types of PsyCap were positive predictors of organizational commitment. Vocational identity and job satisfaction mediated the relation between task-oriented PsyCap/guanxi-oriented PsyCap and organizational commitment. The chained relationship from the two types of PsyCap to vocational identity, job satisfaction, and organizational commitment was also significant. These results and their implications for workforce stability are discussed.

Validation and Prediction of the School Psychological Capital Among Chinese College Students

This study validated the school psychological capital (PsyCap) scale in the Chinese context and examined the predictive effect of PsyCap resources on academic engagement and achievement emotions. Self-report data for PsyCap resources, student engagement, enjoyment, anxiety, and boredom toward English learning were collected from 1,000 sophomores. Item-level analyses and confirmatory factor analysis were used to verify the validity of the school PsyCap scale, and structural equation modeling was applied to reveal the predictive effect of school PsyCap resources on academic engagement and achievement emotions. Results showed that the school PsyCap scale retained superior psychometric properties. Besides, PsyCap resources were demonstrated to have a positive relationship to academic engagement and enjoyment, and a negative relationship to anxiety and boredom. The effectiveness of the school PsyCap scale was verified among Chinese college students, and besides the traditional predictors, school PsyCap is also critically important for students’ academic engagement and achievement emotions. Limitations and implications are discussed.

The Mediating Role of Engagement on the Achievement and Quality of Life of University Students

(1) Background: Academic engagement has been reported in the literature as an important factor in the academic achievement of university students. Other factors such as emotional intelligence (EI) and resilience have also been related to students' performance and quality of life. The present study has two clearly delimited and interrelated objectives. First, to study the mediational role that engagement plays in the relationship between EI and resilience on quality of life. Secondly, and similarly, to study the mediational role of engagement in the relationship between EI and resilience, but in this case on academic achievement. (2) Methods: For this purpose, four scales frequently used in the literature to measure emotional intelligence, resilience, academic engagement and quality of life were administered to 427 students of the University of Jaén undertaking education degrees. In addition, students were asked to indicate their current average mark as a measure of academic performance. Two mediational models based on structural equations were proposed to analyse the relationships between the proposed variables. (3) Results: The results obtained showed that emotional intelligence and resilience directly predicted students' life satisfaction, but this direct relationship did not result in academic performance. In addition, and assuming a finding not found so far, engagement was shown to exert an indirect mediational role for both life satisfaction and academic performance of students. (4) Conclusions: The findings of the study support the importance of engagement in the design and development of instructional processes, as well as in the implementation of any initiative.

Exploration of Factors Affecting Post-Secondary Students' Stress and Academic Success: Application of the Socio-Ecological Model for Health Promotion

OVERVIEW

There has been an increase in the frequency and severity of stress experienced by Canadian post-secondary students, which has adverse implications on their academic success. This work applied the socio-ecological model for health promotion to explore the contextual factors that influence this relationship at the individual, interpersonal, institutional, community, and public policy levels.

METHODS

Using a qualitative, phenomenological approach, we conducted 38 semi-structured interviews with undergraduate students and on-campus staff who provide services to this population at a post-secondary institution in Southwestern Ontario, Canada. Thematic analysis inductively identified overarching themes among participants' perspectives.

RESULTS

Several positive and negative factors were identified at each socio-ecological model level, demonstrating the complex interplay of demographic, psychological, emotional, social, physical, and academic factors impacting students' academic stress.

CONCLUSIONS

A lack of communication and knowledge seems to underlie many factors, highlighting the need to strengthen communication strategies to promote awareness, accessibility, and availability of services and programs on campus. Results also pointed to focusing on proactive, resilience-focused, upstream mental health promotion efforts at post-secondary institutions to reduce stress and improve academic success. This knowledge can help Canadian campuses better address students' needs.

Emotional Performance of a Low-Cost Eco-Friendly Project Based Learning Methodology for Science Education: An Approach in Prospective Teachers

Enhancing the emotional dimension of prospective teachers in science subjects—which has become increasingly important in recent decades—is a responsibility of higher education institutions. The implementation of active methodologies has the potential to modify the traditional student-teacher roles that are encouraged by the educational policies implemented in the Bologna Process. Simultaneously, it is possible to promote knowledge of sustainability, as well as the attitudes and behaviors required by UNESCO. The main aim of this work is to describe a project-based learning methodology with a transversal sustainability approach (low-cost and eco-friendly) and to introduce this as a potential resource for the emotional and cognitive improvement of 19 prospective primary teachers enrolled in scientific subjects. This is a qualitative study in the context of a research line focused on higher education for sustainable development. A questionnaire was designed and filled in by students at two different stages, before and after implementation of the activity. The initial feedback from students was surprisingly enthusiastic due to the fact that they were working with rockets, despite this not being considered a common emotion expressed by students in science lessons. The results show the emotional improvement of prospective teachers after implementation of the activity. It is concluded that a good science education, with implementation of sustainable approaches is necessary during the training of teachers, taking into account their emotional dimensions and social repercussions as a consequence of future transmission.

Mental health during COVID-19 lockdown in India: Role of psychological capital and internal locus of control

The Government of India implemented a nationwide lockdown from March 24, 2020 in response to the Coronavirus disease (COVID-19) outbreak. This study examines the effects of two positive psychological resources on the mental health of Indian citizens during the early days of the lockdown. The effects of psychological capital (PsyCap) and internal locus of control on psychological distress of people via affect balance were tested. Data were collected through an online survey from 667 participants. Psychological distress was assessed using the GHQ-12, and affect balance was assessed as the preponderance of positive over negative affect. Results reveal that psychological capital and internal locus of control were negatively associated with psychological distress. In addition, affect balance mediated the relationship between psychological capital and psychological distress and the relationship between internal locus of control and psychological distress. Thus, both the psychological resources through affect balance acted as buffers protecting people from mental health deterioration during COVID-19 lockdown. However, the direct and indirect effects of psychological capital on psychological distress is stronger than that of internal locus of control. Implications and directions for future research are discussed.

Satisfaction of Basic Psychological Needs Leads to Better Academic Performance via Increased Psychological Capital: A Three-Wave Longitudinal Study Among High School Students

This brief report proposes a model in which academic psychological capital (PsyCap) mediates between the satisfaction of student’s basic psychological needs and their academic performance, as assessed by students’ GPA. Participants were 407 adolescents, aged 12–18, recruited from three Chilean schools. Through structural equation modeling, direct and indirect effects were calculated. Results show that academic PsyCap (assessed at time 2) fully mediates the relationship between the satisfaction of basic psychological needs (assessed at time 1) and academic performance (assessed at time 3). This means that students whose basic psychological needs are satisfied at school experience more hope, efficacy, resilience, and optimism (PsyCap), which, in turn, leads to better academic performance. Both theoretical and practical implications of the results are addressed, as well as strengths and weaknesses and directions for future research.