RESUMO
The present study evaluated the psychometric properties of the Academic Psychological Capital Questionnaire 12 (APCQ-12) in a sample of 2,196 Chilean high school students (51% girls) aged 12 to 17 years (mean 14.83 years). Results showed that: (1) the APCQ-12 produces adequate scores in terms of reliability, (2) the internal structure of the questionnaire obtains adequate fit indices, for a second order model, which is consistent with previous research, and (3) the APCQ-12 proved to be sex and age invariant. Overall, the APCQ-12 proved to be an adequate questionnaire for measuring academic psychological capital in Chilean high school students, producing valid and reliable scores.
RESUMO
Abstract: Antecedents: University students confront academic stress in pursuing their academic goals, which may negatively affect their mental wellbeing. Consequently, it is relevant that students develop coping stress strategies to face students' daily stress in their academic life. Previous organisational research has proposed that the positive core construct of psychological capital (PsyCap) positively relates to effective coping strategies. This positive core construct has been identified in academic settings, and it has been called Academic PsyCap. However, the relationship between Academic PsyCap and Coping academic stress has not been deeply studied. Objectives: The primary purpose of this research is to explore if the Academic PsyCap is positively related to Academic coping stress strategies in university students. Methods: An exploratory study with a cross-sectional design was conducted to explore the relationship between the variable of interest in a sample of 102 Chilean university students from public and private institutions. Results: The results of the research showed a positive and significant relationship between Academic PsyCap and Coping academic stress. Furthermore, differences were identified between students from public and private universities and students with aboriginal and non-aboriginal heritage. These results are promising to effectively help university students to face academic stress based on Academic PsyCap.
Resumen: Antecedentes: Los estudiantes universitarios en la búsqueda de cumplir con sus metas académicas enfrentan el estrés académico que puede tener consecuencias negativas en su salud mental. En consecuencia, es relevante que los estudiantes logren desarrollar estrategias para enfrentar al estrés cotidiano asociado a su vida académica. Investigaciones en el campo de psicología organizacional con orientación positiva (POB) han propuesto que Capital Psicológico (PsyCap) es un constructo central positive que tiene una relación positiva con estrategias efectivas de afrontamiento de estrés. Este constructo central positive ha sido identificado También en el contexto académico, y se ha denominado como PsyCap Académico. Sin embargo, la relación entre PsyCap Académico y el afrontamiento del estrés académico no ha sido lo suficientemente estudiada. Objetivos: El propósito principal de esta investigación es explorar si PsyCap Académico esta positivamente relacionado con estrategias de afrontamiento de estrés académico en estudiantes universitarios. Método: Se realizo una investigación de tipo exploratoria con un diseño cross-sectional para explorar la relación entre las variables de interés en una muestra de 102 estudiantes universitarios Chilenos de instituciones públicas y privadas. Resultados: Los resultados de esta investigación muestran una relación positiva y significativa entre el PsyCap Académico y estrategias de afrontamiento de estrés académico. Adicionalmente, se encontraron diferencias entre estudiantes de universidades públicas y privadas, y entre estudiantes con ascendencia indígena y quienes no tienen esta ascendencia. Los resultados son promisorios para ayudar de forma efectiva a estudiantes universitarios a enfrentar el estrés académico por medio del PsyCap Académico.
Assuntos
Humanos , Masculino , Feminino , Adolescente , Adulto , Pessoa de Meia-Idade , Adulto Jovem , Estudantes/psicologia , Desempenho Acadêmico , Universidades , Estudos Transversais , Análise de Regressão , Resiliência Psicológica , Fatores SociodemográficosRESUMO
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.