Psychological Capital Predicts Academic Engagement and Well-Being in Filipino High School Students

Previous literature emphasized the role of psychological capital (PsyCap) in fostering positive organizational and work outcomes. However, there were very scarce investigations on the benefits of PsyCap especially in non-Western academic settings. The current research addresses this gap through asse...

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Bibliographic Details
Published in:The Asia-Pacific education researcher 2016-06, Vol.25 (3), p.399-405
Main Authors: Datu, Jesus Alfonso D., Valdez, Jana Patricia M.
Format: Article
Language:English
Subjects:
Academic Achievement
Adolescents
Affective Behavior
Citizenship
Coping
Cultural Influences
Education
Educational Objectives
Educational Policy and Politics
Educational psychology
Foreign Countries
High School Students
International and Comparative Education
Job Satisfaction
Learner Engagement
Learning and Instruction
Measures (Individuals)
Outcomes of Education
Psychological Patterns
Regular Article
Resilience (Psychology)
School Psychologists
Secondary school students
Sociology of Education
Structural Equation Models
Student Characteristics
Well Being
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Summary:Previous literature emphasized the role of psychological capital (PsyCap) in fostering positive organizational and work outcomes. However, there were very scarce investigations on the benefits of PsyCap especially in non-Western academic settings. The current research addresses this gap through assessing the extent to which PsyCap can be associated with optimal academic and well-being outcomes. There were 606 Filipino high school students who were recruited in the study. The results of structural equation modeling revealed that PsyCap positively predicted academic engagement, flourishing, interdependent happiness, and positive affect. Implications of the findings are elaborated in terms of how PsyCap can potentially assist in facilitating positive student outcomes in a non-Western context.
ISSN:0119-5646
2243-7908
DOI:10.1007/s40299-015-0254-1