Saleem Muhammad Shoaib, Isha Ahmad Shahrul Nizam, Awan Maheen Iqbal, Yusop Yuzana Binti, Naji Gehad Mohammed Ahmed
Department of Management and Humanities, University of Technology Petronas, Tronoh, Malaysia.
Faculty of Medicine, Sultan Zainal Abidin University, Kuala Terengganu, Malaysia.
Front Psychol. 2022 Aug 9;13:920395. doi: 10.3389/fpsyg.2022.920395. eCollection 2022.
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.
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.
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.
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.
本研究试图评估积极情绪对研究生心理资本（PsyCap）及其学业参与行为的影响。此外，还评估了心理资本与学业参与行为之间的直接关系，以及压力作为调节变量在马来西亚研究生心理资本与学业参与行为之间的存在情况。
采用自填式问卷，通过非概率抽样技术从马来西亚各大学注册的373名博士研究生中收集数据。研究受访者来自管理、人文、工程、计算机科学和健康科学领域，他们通过问卷副本进行回答。在统计学上，应用结构方程模型（SEM）来评估验证性因素分析（CFA）、信度分析、效度分析、测量模型、结构模型和路径分析。此外，采用（5000次）自抽样方法对最终模型进行检验。
对于假设模型，我们的结果证实，积极情绪对学生的心理资本及其学业参与行为具有积极且显著的影响。此外，心理资本对学业参与行为也具有积极且显著的影响。我们的结果还表明，压力作为调节变量对心理资本与学生学业参与之间的关系具有负面且恶化的影响。
该研究结果支持了理论假设，即积极情绪有助于个体产生认知资源，进而帮助他们管理其参与行为需求。然而，学习需求带来的压力可能会耗尽他们的心理资源，从而影响他们的学业参与行为。个人辅导/咨询、适当的跟进以及灵活的目标设定等干预措施以及其他措施可能有助于研究生完成艰巨的任务。
