Abstract
Objective: In line with the positive psychology movement, a few recent studies have provided evidence for the beneficial impacts of psychological capital (PsyCap: self-efficacy, optimism, hope, and resilience) in educational settings. Nonetheless, those studies have primarily focused on the direct effects of PsyCap on student outcomes and overlooked the potential indirect processes. This study endeavours to advance the extant literature by examining whether the effects of social support (family support, teacher support, and peer support) on three student outcomes (well-being, academic performance, and positive classroom behaviour) are mediated by PsyCap, and whether the effects of PsyCap are in turn mediated by study engagement (vigour, dedication, and adsorption) and problem-focused coping.
Methods: Participants were 451 primary four students (43.7% female) from seven local primary schools in Hong Kong. Data collection was conducted using questionnaires. Structural equation modelling was applied to analyse the hypothesised serial mediation model.
Results: The results indicated that the effect of social support on well-being was mediated by PsyCap, and the effect of PsyCap was in turn mediated by study engagement and problem-focused coping. Moreover, the effect of social support on academic performance was serially mediated by PsyCap and then study engagement. Furthermore, the effect of social support on positive classroom behaviour was serially mediated by PsyCap and then problem-focused coping.
Conclusions: The findings of this study shed light on the mechanisms underlying the relationships of social support and PsyCap with student outcomes and provide insights into the design of positive psychology interventions targeting PsyCap.
Methods: Participants were 451 primary four students (43.7% female) from seven local primary schools in Hong Kong. Data collection was conducted using questionnaires. Structural equation modelling was applied to analyse the hypothesised serial mediation model.
Results: The results indicated that the effect of social support on well-being was mediated by PsyCap, and the effect of PsyCap was in turn mediated by study engagement and problem-focused coping. Moreover, the effect of social support on academic performance was serially mediated by PsyCap and then study engagement. Furthermore, the effect of social support on positive classroom behaviour was serially mediated by PsyCap and then problem-focused coping.
Conclusions: The findings of this study shed light on the mechanisms underlying the relationships of social support and PsyCap with student outcomes and provide insights into the design of positive psychology interventions targeting PsyCap.
| Original language | English |
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| Publication status | Published - 19 Jul 2021 |
| Event | The 32nd International Congress of Psychology - Virtual Duration: 18 Jul 2021 → 23 Jul 2021 https://www.icp2020.com/ |
Conference
| Conference | The 32nd International Congress of Psychology |
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| Period | 18/07/21 → 23/07/21 |
| Internet address |
