Are all students happy and productive? The contribution of Academic Psychological Capital to the relationship between Student Engagement and Academic Performance in an online university learning context
Article Sidebar
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
This journal provides immediate free access to its content. The publication is distributed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International licence (CC BY-NC-ND 4.0). The rights of the works published in this journal are property of the author and they are free to distribute and disseminate the same sources as long as he correctly cites the font of publication, these acts are not for commercial purposes and no derivative works are generated.
Main Article Content
Abstract
La complejidad de la relación entre engagement del alumnado y el rendimiento académico ha sido ampliamente abordada. Sin embargo, siguiendo el concepto de Sinergia de Productividad Sostenible y Bienestar, esta relación está empezando a plantear nuevas cuestiones. El presente estudio pretende contribuir a la investigación sobre el estudiante feliz-productivo abordando la existencia de distintos tipos de relaciones entre el engagement del estudiantado y el rendimiento académico (también llamados patrones), y estudiando la influencia del Capital Psicológico Académico (CapPsy) en los cuatro patrones en un contexto universitario online. La muestra consistió en 357 estudiantes universitarios (71,4% mujeres) de una universidad online española. Los resultados mostraron que: 1) existen 4 patrones de relación entre el compromiso del estudiantado y el rendimiento académico: feliz-productivo, infelizimproductivo, infeliz-productivo y feliz-improductivo; 2) el CapPsy (es decir, eficacia, optimismo, esperanza) aumenta la probabilidad de estar en el patrón de estudiante feliz-productivo. Basándonos en los resultados, sugerimos algunos cambios en las políticas educativas y la importancia de programas para desarrollar recursos personales como el CapPsy para estudiantes universitarios, con el fin de promover estudiantes felices-productivos.
References
Ayala, Y., Peiró, J. M., Tordera, N., Lorente, L., & Yeves, J. (2016). Job Satisfaction and Innovative Performance in Young Spanish Employees: Testing New Patterns in the Happy-Productive Worker Thesis—A Discriminant Study. Journal of Happiness Studies, 18(5), 1377–1401. https://doi.org/10.1007/s10902-016-9778-1
Ayuso, S., Rodríguez, N., Riera-i-Prunera, M. C., & Ayuso, R. (2022). Análisis factorial y regresión logística multinomial del cuestionario de evaluación de sobrecarga del cuidador. Gerokomos, 33(2), 68-75.
Baik, C., Larcombe, W., & Brooker, A. (2019). How universities can enhance student mental wellbeing: the student perspective. Higher Education Research & Development, 38(4), 674–687. https://doi.org/10.1080/07294360.2019.1576596
Bakker, A. B., & Mostert, K. (2024). Study Demands–Resources Theory: Understanding Student Well-Being in Higher Education. Educational Psychology Review, 36(3). https://doi.org/10.1007/s10648-024-09940-8
Black, D., Bissessar, C., & Boolaky, M. (2020). The missing HEROs: the absence of, and need for, PsyCap research of online university students. Open Learning: The Journal of Open, Distance and e-Learning, 38(3), 209–227. https://doi.org/10.1080/02680513.2020.1855133
Bond, M., & Bergdahl, N. (2022). Student Engagement in Open, Distance, and Digital Education. In: Handbook of Open, Distance and Digital Education. Springer, Singapore. https://doi.org/10.1007/978-981-19-0351-9_79-1
Bond, M., Buntins, K., Bedenlier, S., Zawacki-Richter, O., & Kerres, M. (2020). Mapping research in student engagement and educational technology in higher education: a systematic evidence map. International Journal of Educational Technology in Higher Education, 17(1). https://doi.org/10.1186/s41239-019-0176-8
Bustos, A. & Coll, A. C. (2010). Los entornos virtuales como espacios de enseñanza y aprendizaje. Revista Mexicana de Investigación Educativa, 15 (44), 163-
Carmona-Halty, M., Salanova, M., & Schaufeli, W. B. (2020). The strengthening starts at home: Parent–child relationships, psychological capital, and academic performance– a longitudinal mediation analysis. Current Psychology, 41(6), 3788–3796. https://doi.org/10.1007/s12144-020-00898-8
Carmona-Halty, M., Salanova, M., Llorens, S., y Schaufeli, W. B. (2021). Linking Positive Emotions and Academic Performance: The Mediated Role of Academic Psychological Capital and Academic Engagement. Current Psychology, 40, 2938-2947. https://dx.doi.org/10.1007/s12144-019-00227-8
Cotton, S. J., Dollard, M. F., y de Jonge, J. (2002). Stress and student job design: satisfaction, well-being, and performance in university students. International Journal of Stress Management, 9(3), 147–162. https://dx.doi.org/10.1023/a:1015515714410
Czerniewicz, L., & Carvalho, L. (2022). Open, Distance, and Digital Education (ODDE) – An Equity View. Handbook of Open, Distance and Digital Education. Springer. https://doi.org/10.1007/978-981-19-0351-9_93-1
Deci, E. L., & Ryan, R. M. (2006). Hedonia, eudaimonia, and well-being: an introduction. Journal of Happiness Studies, 9(1), 1–11. https://doi.org/10.1007/s10902-006-9018-1
Djourova, N. P., Rodríguez, I., & Lorente-Prieto, L. (2019). Individual Profiles of Psychological Capital in a Spanish Sample. Journal Of Social Science Research, 14, 3029–3047. https://doi.org/10.24297/jssr.v14i0.8042
Geremias, R. L., Lopes, M. P., & Soares, A. E. (2022). Psychological Capital Profiles and Their Relationship With Internal Learning in Teams of Undergraduate Students. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.776839
Geremias, R. L., Lopes, M. P., & Soares, A. E. (2022). Psychological Capital Profiles and Their Relationship With Internal Learning in Teams of Undergraduate Students. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.776839
Gómez-Borges, A., Peñalver, J., Martínez, I.M., & Salanova, M. (2023). Engagement académico en estudiantes universitarios. El rol mediador del Capital Psicológico como recurso personal. [Academic engagement in university students. The mediator role of Psychological Capital as personal resource]. Educación XX1, 26(2), 51-70.
https://doi.org/10.5944/educxx1.35847
Gusy, B., Lesener, T., & Wolter, C. (2019). Measuring Well-Being With the Utrecht Work Engagement Scale–Student Form. European Journal of Health Psychology, 26(2), 31– 38. https://doi.org/10.1027/2512-8442/a000027
Hair, J. F., & Black, W. C. (2000). Cluster Analysis. In L. G. Grimm & P. R. Yarnold (Eds.), Reading and understanding more multivariate statistics (4a ed., pp. 147–205).Washington: American Psychological Association
Hossain, S., O’Neill, S., & Strnadová, I. (2023). What Constitutes Student Well-Being: A Scoping Review Of Students’ Perspectives. Child indicators research, 16(2), 447–483. https://doi.org/10.1007/s12187-022-09990-w
Huang, L., & Zhang, T. (2022). Perceived Social Support, Psychological Capital, and Subjective Well-Being among College Students in the Context of Online Learning during the COVID-19 Pandemic. The Asia-Pacific Education Researcher, 31(5), 563–574. https://doi.org/10.1007/s40299-021-00608-3
IBM Corp (2015). IBM SPSS Statistics for Macintosh, Version 23.0. Armonk, NY: IBM Corp.
Kaya, M., & Erdem, C. (2021) Students’ Well-Being and Academic Achievement: A MetaAnalysis Study. Child Ind Res 14, 1743–1767. https://doi.org/10.1007/s12187-02109821-4
Körner, L. S., Mülder, L. M., Bruno, L., Janneck, M., Dettmers, J., & Rigotti, T. (2022). Fostering study crafting to increase engagement and reduce exhaustion among higher education students: A randomized controlled trial of the STUDYCoach online intervention. Applied Psychology: Health and Well-Being, 15(2), 776–802. Portico. https://doi.org/10.1111/aphw.12410
Lei, H., Cui, Y., & Zhou, W. (2018). Relationships between student engagement and academic achievement: A meta-analysis. Social Behavior and Personality: An International Journal, 46(3), 517–528. https://doi.org/10.2224/sbp.7054
Liran, B. H., & Miller, P. (2019). The role of psychological capital in academic adjustment among university students. Journal of Happiness Studies, 20, 51–65. https://doi.org/10.1007/s10902-017-9933-3.
Liu, J.J., & Huang, S.Y. (2022) A Study on University Students’ Psychological Capital and Academic Performance: Autonomous Motivation as the Mediator. Open Access Library Journal, 9, 1-20. https://doi.org/10.4236/oalib.1108941.
Luthans, F., & Youssef-Morgan, C. M. (2017). Psychological Capital: An EvidenceBased Positive Approach. Annual Review of Organizational Psychology and Organizational Behavior, 4(1), 339–366. https://doi.org/10.1146/annurevorgpsych-032516-113324
Luthans, K. W., Luthans, B. C., & Palmer, N. F. (2016). A positive approach to management education. Journal of Management Development, 35(9), 1098–1118. https://doi.org/10.1108/jmd-06-2015-0091
Maricuțoiu, L. P., & Sulea, C. (2019). Evolution of self-efficacy, student engagement and student burnout during a semester. A multilevel structural equation modeling approach. Learning and Individual Differences, 76, 101785. https://doi.org/10.1016/j.lindif.2019.101785
Martínez, I. M., Meneghel, I., & Peñalver, J. (2019a). Does Gender Affect Coping Strategies Leading to Well-being and Improved Academic Performance?. Revista de Psicodidáctica (English ed.), 24(2), 111-119. https://dx.doi.org/10.1016/j.psicoe.2019.01.002
Martínez, I. M., Meneghel, I., Carmona-Halty, M., & Youssef-Morgan, C. M. (2019b). Adaptation and validation to Spanish of the Psychological Capital Questionnaire–12 (PCQ–12) in academic contexts. Current Psychology. https://doi.org/10.1007/s12144-019-00276-z
Martínez, I. M., Youssef-Morgan, C. M., Chambel, M. J., & Marques-Pinto, A. (2019c). Antecedents of academic performance of university students: academic engagement and psychological capital resources. Educational Psychology, 39(8), 1047–1067. https://doi.org/10.1080/01443410.2019.1623382
McPartlan, P., Rutherford, T., Rodriguez, F., Shaffer, J. F., & Holton, A. (2021). Modality motivation: Selection effects and motivational differences in students who choose to take courses online. The Internet and Higher Education, 49, 100793. https://doi.org/10.1016/j.iheduc.2021.100793.
Muilenburg, L. Y., & Berge, Z. L. (2005). Student barriers to online learning: A factor analytic study. Distance Education, 26(1), 29–48. https://doi.org/10.1080/01587910500081269
Nkomo, L. M., Daniel, B. K., & Butson, R. J. (2021). Synthesis of student engagement with digital technologies: a systematic review of the literature. International Journal of Educational Technology in Higher Education, 18(34), 1-26. https://doi.org/10.1186/s41239-021-00270-1
Nunnally, J. C., & Bernstein, I. H. (1994). Psychometric theory (3rd ed.). New York: MacGraw-Hill Books Company.
Opdenakker, M.-C., & Minnaert, A. (2011). Relationship between Learning Environment Characteristics and Academic Engagement. Psychological Reports, 109(1), 259–284. https://doi.org/10.2466/09.10.11.pr0.109.4.259-284
Ortega-Maldonado, A., & Salanova, M. (2018). Psychological capital and performance among undergraduate students: the role of meaning-focused coping and satisfaction. Teaching in Higher Education, 23(3), 390-402. https://doi.org/10.1080/13562517.2017.1391199
Peiró, J. M., Ayala, Y., Tordera, N., Lorente, L., & Rodríguez, I. (2014). Bienestar sostenible en el trabajo: Revisión y reformulación. Papeles del psicólogo,35(1), 3-13
Pérez-Nebra A. R., Viana B. S., Lira E., Martín-Hernandez P., Gracia-Pérez M. L. & GilLacruz M. (2022) The work design contribution to educational workers’ sustainable wellbeing and performance patterns. Front. Psychol. 13:1020942. https://doi.org/10.3389/fpsyg.2022.1020942
Podsakoff, P. M., MacKenzie, S. B., & Podsakoff, N. P. (2012). Sourcesof method bias in social science research and recommendations on how to control it. Annual Review of Psychology, 63(1), 539–569. https://doi.org/10.1146/annurevpsych-120710-100452
Richardson, J. T. E. (2011). Eta squared and partial eta squared as measures of effect size in educational research. Educational Research Review, 6(2), 135–147. https://doi.org/10.1016/j.edurev.2010.12.001
Rubio-Hurtado, M., & Baño, R.V. (2017). The analysis of two-step clusters with SPSS. Revista d’Innovació i Recerca En Educació, 10(1), 118-126. https://doi.org/10.1344/reire2017.10.11017
Salanova, M., Schaufeli, W.B., Martínez, I., & Bresó, E. (2010). How obstacles and facilitators predict academic performance: the mediating role of study burnout and engagement. Anxiety, Stress & Coping, 23(1), 53-70. https://doi.org/10.1080/10615800802609965
Salmela-Aro, K., Tang, X., & Upadyaya, K. (2022). Study demands-resources model of student engagement and burnout. In Handbook of research on student engagement (pp. 77-93). Cham: Springer International Publishing.
Saman, A., & Wirawan, H. (2021). Examining the impact of psychological capital on academic achievement and work performance: The roles of procrastination and conscientiousness. Cogent Psychology, 8(1). https://doi.org/10.1080/23311908.2021.1938853
Sánchez-Cardona, I., Ortega-Maldonado, A., Salanova, M., & Martínez, I. M. (2021). Learning goal orientation and psychological capital among students: A pathway to academic satisfaction and performance. Psychology in the Schools, 58(7), 1432-1445. https://doi.org/10.1002/pits.22505
Schaufeli, W. B., Martinez, I. M., Marques–Pinto, A., Salanova, M., & Bakker, A. (2002). Burnout and engagement in university students: a cross–national study. J. Cross Cult. Psychol. 33, 464–481. https://dx.doi.org/10.1177/0022022102033005003
Schaufeli, W. B., Shimazu, A., Hakanen, J., Salanova, M., & De Witte, H. (2019). An Ultra-Short Measure for Work Engagement. European Journal of Psychological Assessment, 35(4), 577–591. https://doi.org/10.1027/1015-5759/a000430
Sender, G., Nobre, G. C., Armagan, S., & Fleck, D. (2020). In search of the Holy Grail: a 20-year systematic review of the happy-productive worker thesis. International Journal of Organizational Analysis, 29(5), 1199–1224. https://doi.org/10.1108/ijoa09-2020-2401
Shingala, M. C., & Rajyaguru, A. (2015). Comparison of post hoc tests for unequal variance. International Journal of New Technologies in Science and Engineering, 2(5), 22-33.
Slåtten, T., Lien, G., Evenstad, S. B. N., & Onshus, T. (2021). Supportive study climate and academic performance among university students: the role of psychological capital, positive emotions and study engagement. International Journal of Quality and Service Sciences, 13(4), 585–600. https://doi.org/10.1108/ijqss-03-2020-0045
Tordera, N., Peiró, J. M., Ayala, Y., Villajos, E., & Truxillo, D. (2020). The lagged influence of organizations’ human resources practices on employees’ career sustainability: The moderating role of age. Journal of Vocational Behavior, 120, 103444. https://doi.org/10.1016/j.jvb.2020.103444
Wang, X., Tan, S. C., & Li, L. (2020). Technostress in university students’ technologyenhanced learning: An investigation from multidimensional person-environment misfit. Computers in Human Behavior, 105, 106208. https://doi.org/10.1016/j.chb.2019.106208
Wright, T. A., & Staw, B. M. (1999). Further thoughts on the happy–productive worker. Journal of Organizational Behavior: The International Journal of Industrial, Occupational and Organizational Psychology and Behavior, 20(1), 31-34.
Ye, J., Marinova, D., & Singh, J. (2007). Strategic Change Implementation and Performance Loss in the Front Lines. Journal of Marketing, 71(4), 156–171. https://doi.org/10.1509/jmkg.71.4.156