Carmona-Halty Marcos, Schaufeli Wilmar B, Salanova Marisa
Escuela de Psicología y Filosofía, Universidad de Tarapacá, Arica, Chile.
Research Unit of Occupational & Organisational Psychology and Professional Learning, KU Leuven, Leuven, Belgium.
Front Psychol. 2019 Feb 26;10:306. doi: 10.3389/fpsyg.2019.00306. eCollection 2019.
Academic Psychological Capital, or PsyCap, - a set of positive psychological resources encompassing hope, efficacy, resilience, and optimism - has begun to gain attention in academia, showing positive relationships with desirable academic outcomes. However, studies in the field have paid limited attention to the social factors that may increase PsyCap and therefore may lead to positive outcomes. In the present study, we examine whether academic PsyCap mediates between teacher-student relationships and academic performance as assessed by student's GPA, using a three-wave longitudinal design. Through structural equation modeling, as expected, a statistically significant indirect effect was found between teacher-student relationships and academic performance academic PsyCap. Theoretical and practical implications of the results are discussed; strengths and weaknesses are mentioned; and future research directions are proposed.
学术心理资本，即心理资本（PsyCap）—— 一组包含希望、效能、复原力和乐观主义的积极心理资源 —— 已开始在学术界受到关注，显示出与理想的学术成果呈正相关。然而，该领域的研究对可能增加心理资本并因此可能带来积极成果的社会因素关注有限。在本研究中，我们采用三波纵向设计，考察学术心理资本是否在师生关系与以学生平均绩点（GPA）评估的学业成绩之间起中介作用。通过结构方程模型，正如预期的那样，发现师生关系与学业成绩之间存在统计学上显著的间接效应，即学术心理资本起中介作用。讨论了研究结果的理论和实践意义；提及了研究的优点和不足；并提出了未来的研究方向。
