How psychological capital is related to academic performance, burnout, and boredom? The mediating role of study engageme
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How psychological capital is related to academic performance, burnout, and boredom? The mediating role of study engagement Delia Vîrgă 1 & Murugan Pattusamy 2 & Dontha Pradeep Kumar 3 Accepted: 30 October 2020 # Springer Science+Business Media, LLC, part of Springer Nature 2020
Abstract Researchers are increasingly interested in how personal characteristics are related to academic performance and whether study engagement has an impact on different experiences in student life. Drawing on Conservation of Resources (COR) theory, this study examines the relationship between psychological capital (PsyCap) and engagement, and, further, the relationship between engagement and performance, boredom, and burnout among university students. Using data gathered from 420 university students (242 responses from India and 178 from Romania), partial least squares structural equation modeling (PLS-SEM) methods showed that study engagement partially mediates the relation between PsyCap and academic performance, and also between PsyCap and burnout or boredom. The present study advances our knowledge about PsyCap and engagement as possible antecedents of university students’ performance, burnout, and boredom, across both samples. Results suggest that developing interventions that strengthen students’ resources by increasing their hope, resilience, self-efficacy, and optimism could foster their study engagement and academic performance and protect them from burnout and boredom. Keywords Psychological capital . Study engagement . Academic performance . Burnout . Boredom
Introduction In a global economy, one of the main aims of the teaching staff in universities is to have students engaged in curricular and extra-curricular activities and to increase students’ well-being and academic performance to face challenges, like globalization of markets or ever-changing technology. In this context, information about the drivers of academic performance and well-being is crucial (Luthans, Luthans, & Palmer, 2016). Based on the Conservation of Resources (COR) theory (Hobfoll, 2001), resources are associated with other resources, forming resource caravans. Thus, students strive to secure and generate personal resources over time, such as psychological capital (PsyCap). Personal resources refer to individuals’ perception of their ability to control their environment * Murugan Pattusamy [email protected] 1
West University of Timisoara, Timisoara, Romania
2
School of Management Studies, University of Hyderabad, Hyderabad 500046, India
3
Indian Political Action Committee (IPAC), Hyderabad, India
successfully and are generally linked to resiliency (Hobfoll, 2001). Psychological capital (PsyCap), as a second-order construct, combines four personal resources - self-efficacy, optimism, resilience, and hope - that interact synergistically (Luthans, Avolio, Avey, & Norman, 2007). Recently, Siu, Bakker, and Jiang (2014) found that PsyCap, as a personal resource, predicted study engagement and vice versa. This research opened a new path for research on Ps
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