Adaptation and validation to Spanish of the Psychological Capital Questionnaire–12 (PCQ–12) in academic contexts

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.

Impact of authentic leadership on nurses' well-being and quality of care in the acute care settings

INTRODUCTION

Both nurses' well-being and quality of care are top priorities of the healthcare system. Yet, there is still a gap in understanding the extent and how authentic leadership influences them. This information is needed to inform the development of effective interventions, organizational practices, and policies. Thus, this study aimed to test the mechanism by which nurses' perception of their managers' authentic leadership impacts nurses' well-being and perception of quality of care, given the role of the nursing practice environment and nurses' psychological capital.

DESIGN

A cross-sectional design was used.

METHODS

This study recruited a random sample of 680 nurses from six hospitals in Saudi Arabia. A final sample of 415 completed the surveys, with a response rate of 61%. Structural equation modeling was performed to test the hypothesized model.

RESULTS

The study showed that nurses' perceptions of authentic leadership in their managers positively and directly affect their perceptions of quality of care but do not directly affect nurses' well-being. Both the nursing practice environment and psychological capital fully mediated the relationship between authentic leadership and nurses' well-being. However, the nursing practice environment partially mediated the relationship between authentic leadership and perceptions of quality of care.

CONCLUSION

The findings contribute to understanding the crucial role of authentic leaders' style in nurses' well-being and quality of care through its positive impact on the nursing practice environment and psychological capital.

CLINICAL RELEVANCE

Designing interventions and policies that specifically target nursing managers' authentic leadership style has implications for enhancing nurses' well-being and the quality of patient care. Institutional measures are needed to help leaders practice an authentic leadership style to create a positive nursing practice environment and cultivate nurses' psychological capital, both of which contribute to nurses' well-being and attaining a better quality of care. Further work is required to highlight the outcomes of implementing an authentic leadership style relevant to other leadership styles.

How study-related positive emotions and academic psychological capital mediate between teacher-student relationship and academic performance: a four-wave study among high school students

This article presents a theory-driven model in which teacher-student relationships and academic performance are indirectly related through study-related positive emotions and academic psychological capital. A sample of 1,054 Chilean high school students (50.4% females) aged 12-17 (M = 14.46, SD = 1.74) participated in the study. Through structural equation modeling, the direct and indirect effects of the proposed model were calculated. The results show that study-related positive emotions and academic psychological capital mediate between the teacher-student relationship and academic performance. These results have significant implications for improving teaching competencies through positive psychological interventions aimed at developing skills in students and thus improving students' academic performance and general well-being in educational settings.

Unpacking the paradoxical impact of ethical leadership on employees' pro-social rule-breaking behavior: The interplay of employees' psychological capital and moral identity

This study delves into the complex dynamics of ethical leadership's influence on employees' pro-social rule-breaking behavior, taking into account the mediating role of psychological capital and the moderating effect of moral identity. Using data collected from nursing staff in Pakistani hospitals and analyzed through PLS SEM, the study yielded unexpected results. Contrary to the initial hypotheses, the findings reveal a positive relationship between ethical leadership and employees' pro-social rule-breaking behavior within organizational settings. Furthermore, the study identifies psychological capital as a key mediator in this relationship, while moral identity emerges as a crucial moderator. These results challenge the conventional perception of ethical leadership as an exclusively positive form of leadership and underscore its unintended consequences. Moreover, they underscore the significance of employees' psychological processes and individual differences in unraveling this paradoxical relationship. These results have the potential to reshape how organizations view ethical leadership and consider the unintended outcomes it may generate. Future research can build upon these findings to explore the boundaries and contextual factors that influence the effects of ethical leadership, ultimately contributing to a more comprehensive understanding of leadership dynamics in diverse organizational settings.

Bayesian analysis of psychological capital in peruvian university students: Differences by sex and age

Psychological capital (PsyCap) constitutes a positive personal resource that enhances better well-being and academic performance in university students. Initially addressed in the organizational realm and recently in the academic one. This study aimed to establish the differences in PsyCap according to gender and age in Peruvian university students. A quantitative, comparative, non-experimental, and cross-sectional study was conducted with 708 students (77.4 % women and 22.6 % men), aged between 18 and 61 years (M = 22.1; SD = 5.95), selected in a non-probabilistic manner, who completed the Psychological Capital Questionnaire (PCQ-12). The results indicate very strong evidence supporting the existence of significant differences between different age groups, suggesting that the observed variations are not due to chance but reflect real differences between ages. Regarding gender, the data do not provide enough information to confidently assert whether there are significant differences between men and women in relation to psychological capital (PsyCap) and its dimensions. This implies that we cannot confirm whether gender influences these variables. These findings highlight the need to consider age when assessing and intervening in PsyCap in university students.

Psychometric properties and factorial structure of the Spanish version of the psychological capital scale in Ecuadorian university students

BACKGROUND

Psychological capital (PsyCap) as a higher-order positive psychological resources (that include hope, efficacy, resilience, and optimism, or the HERO within). This construct was widely described and evaluated in the workplace; however, there is little research in other contexts, such as education, due to the lack of validated and adapted instruments in Latin America. Therefore, the objective of this study is to analyze the psychometric properties and factorial structure of the Spanish version of the psychological capital scale in a large sample of Ecuadorian university students.

METHODS

A non-probabilistic convenience sample of 1732 university students (mean age 20 years, SD = 2,29; 55% female) from the city of Loja-Ecuador were surveyed online using a cross-sectional design.

RESULTS

The respecified second-order 4-factor model showed the best fit to the data (CMIN/DF = 7.99, CFI = .977, TLI = .970 NFI = .974, IFI = .980, AIC = 443.833, RMSEA = .064 [058, .070]), and such model remained invariant across sex, age and public and private institutions. The internal consistency was adequate, with Alpha and Omega coefficients for the total scale (α = .941, ω = .942) and its four factors: self-efficacy (α = .869, ω = .872), hope (α = .888, ω = .889), resilience (α = .774, ω = .785), and optimism (α = .840, ω = .840). Finally, the PsyCap and its dimensions correlated with academic engagement and satisfaction.

CONCLUSIONS

The psychological capital showed adequate psychometric properties in university students, and its use in this context is supported.

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.

DEVELOPMENT AND TESTING OF THE RUSSIAN-LANGUAGE VERSION OF THE QUESTIONNAIRE “PSYCHOLOGICAL CAPITAL” FOR THE USE IN HIGHER EDUCATION

Рассматривается разработка и апробация русскоязычной версии опросника «Психологический капитал» («ПсиКап») для использования в сфере высшего образования. Он разработан на основе опросника Ф. Лютанса, К. Йозеф и Б. Аволио, первоначально созданного для нужд организационной психологии, а затем модифицированного для образования Б. Лютансом, К. Лютансом и С. Йенсеном. Психологический капитал включает в себя четыре параметра: самоэффективность – уверенность в успешном достижении целей, решении поставленных задач; надежду – способность к перенаправлению путей для достижения целей; оптимизм – позитивное отношение к успеху; устойчивость – умение противостоять трудностям. Опросники «PsyCap» в различных модификациях («PsyCap-24», «PsyCap-12») широко используются в современной психологии. В отечественной психологии не было обнаружено их перевода и адаптации для нужд высшего образования, что и определило актуальность и цель настоящего исследования. В обследовании приняло участие 130 студентов – будущих психологов Череповецкого государственного университета. Опросник прошел процедуры, связанные с определением надежности и валидности. Проверка опросника на надежность осуществлялась методом расщепления теста на две части. Внутренняя согласованность каждой шкалы опросника, а также обобщенного показателя со всеми шкалами проверялась с помощью коэффициента альфа Кронбаха. Эмпирическая валидность проверялась посредством сопоставления шкал опросника с результатами, полученными с помощью других известных в психологии тестов. В итоге были получены удовлетворительные результаты, которые позволили сделать вывод о возможности его применения в сфере высшего образования для диагностики психологического капитала студентов.

The authors have developed and tested Russian-language version of the questionnaire “Psychological Capital” (“PsyCap”) for use in higher education. This questionnaire was developed and based on the F. Lutans, K. Joseph and B. Avolio questionnaire. They created it for the needs of organizational psychology. B. Lutans, K. Lutans and S. Jensen modified it for the field of education. Psychological capital includes four parameters: self–efficacy (confidence in the successful achievement of goals and in solving problems); hope (the ability to redirect ways to achieve goals); optimism (is a positive attitude to success); resilience (is the ability to withstand difficulties). “PsyCap” questionnaires in various modifications (“PsyCap-24”, “PsyCap-12”) are widely used in modern psychology. There is no translation and adaptation of this questionnaire in Russian psychology, especially for the needs of higher education. It determined the relevance and purpose of this study. There are 130 students – future psychologists of Cherepovets State University took part in the survey. The authors checked their questionnaire and determinate it is reliability and validity. They do it by splitting the test into two parts. Authors use Cronbach’s alpha coefficient to check the internal consistency of each scale of the questionnaire, and the generalized indicator with all scales. Authors verify empirical validity by comparing the scales of the questionnaire with the results obtained using other known psychology tests. As a result, authors concluded that other researchers can use that questionnaire in the field of higher education to diagnose the psychological capital of students.

Bayesian Confirmatory Factor Analysis of the Psychological Capital PCQ-12 Scale

Abstract. Psychological Capital (PsyCap) is a key construct in psychological research across the lifespan. Although the 12-item Psychological Capital Questionnaire (PCQ-12) is among the most used scales to approach its measurement, its factor structure and reliability remain controversial, particularly in samples of adolescents. Data came from a cross-sectional survey administered to 267 Spanish adolescents, 59.9% girls ( Mage = 13.96, SD = 1.56). Confirmatory Factor Analyses (CFAs) in Mplus 8.6 were used to compare three competitive models (one factor, four correlated factors, and a second order structure) estimated with Bayesian methods. Although Self-Efficacy, Hope, and Optimism significantly explained their indicators, and their cross-loadings were not statistically significant, Resilience operated differently. We obtained evidence supporting the second-order structure. Also, it becomes clear that the scale has difficulties measuring Resilience in adolescents. Consequently, further research should explore new adaptations or alternative measures to overcome these limitations when researching adolescents.

How does psychological capital lead to better well-being for students? The roles of family support and problem-focused coping

Recent studies have shifted the attention on the beneficial role of psychological capital from workplace to academic contexts. Moreover, the mediating role of psychological capital in the effect of social support on student outcomes remains unknown. This topic has become more imperative under the pandemic. The current study aimed to investigate the impact of psychological capital on students' well-being with family support as an antecedent and problem-focused coping as a mediator. Two hundred and eighty-one students completed the questionnaire at two time points. Results of the cross-lagged mediation analysis showed that family support positively predicted psychological capital, psychological capital positively predicted problem-focused coping, and problem-focused coping predicted well-being. Moreover, the chain mediation path between family support and well-being via psychological capital and problem-focused coping was significant. The current findings identify the antecedent and underlying mechanism behind the relationship between psychological capital and well-being, providing insights into psychological capital interventions for students.

The Work Gratitude Scale: Development and Evaluation of a Multidimensional Measure

This study explores gratitude as a multidimensional and work-specific construct. Utilizing a sample of 625 employees from a variety of positions in a medium-sized school district in the United States, we developed and evaluated a new measure, namely the Work Gratitude Scale (WGS), which encompasses recognized conative (intentional), cognitive, affective, and social aspects of gratitude. A systematic, six-phased approach through structural equation modeling (SEM) was used to explore and confirm the factorial structure, internal consistency, measurement invariance, concurrent, convergent, and discriminant validity of the WGS. The results supported a 10-item measure with three dimensions: "grateful appraisals" (three items), "gratitude toward others" (four items), and "intentional attitude of gratitude" (three items). Thereafter, first-order, second-order, and bifactor confirmatory models were estimated and compared. Work gratitude was found to be best described by a second-order construct with three underlying first-order dimensions. Measurement invariance was supported in relation to gender. Concurrent validity was supported in relation to two existing dispositional gratitude scales, namely the Gratitude Questionnaire and the Gratitude, Resentment, and Appreciation Scale (GRAT). Convergent validity was supported in relation to the Core Self-Evaluations Scale (CSES) and the Psychological Capital Questionnaire. Discriminant validity was supported in relation to various demographic factors such as age, gender, occupation, and tenure. The findings support the WGS as a multidimensional measure that can be used in practice to measure overall work-related gratitude and to track the effectiveness of gratitude-related workplace interventions.

School Burnout Inventory: Factorial Validity, Reliability, and Measurement Invariance in a Chilean Sample of High School Students

This brief report assessed the psychometric validity and gender invariance of the School Burnout Inventory (SBI) -a measure of students' exhaustion, cynicism, and inadequacy- in a convenience sample of 972 high school Chilean students ranging between 12 and 18 years old. The results showed that: (1) the SBI produces adequate scores in terms of reliability; (2) two models (one solution of three related factors and one of second-order and three first-order factors) fitted adequately fit to our sample and was invariant across gender; and (3) the SBI scores were significantly related to other related constructs (i.e., study-related emotions, academic psychological capital, and academic engagement). Overall, the SBI was found to be a reliable and valid inventory to assess school burnout in Chilean high school students.

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.