Abstract
To investigate the potential of psychological capital as a resource for academic adjustment, 250 BA students were asked to complete two questionnaires, one assessing participants’ psychological capacity, the other academic adjustment. Average grade-point scores were collected at two points in time as an additional measure of academic adjustment. Correlational as well as SEM analyses suggest that psychological capital is a positive resource with a central role in students’ academic adjustment. The study extends knowledge on the impact of psychological capital on positive organizational behavior by generalizing it to higher education.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
Change history
24 December 2019
In the original publication, Appendix 2: Psychological Capital Questionnaire (PCQ) was included by the authors without obtaining permission to reproduce the Psychological Capital Questionnaire (PCQ). Appendix 2 is removed from the article.
24 December 2019
In the original publication, Appendix 2: Psychological Capital Questionnaire (PCQ) was included by the authors without obtaining permission to reproduce the Psychological Capital Questionnaire (PCQ). Appendix 2 is removed from the article.
References
Alper, S., Tjosvold, D., & Law, K. S. (1998). Interdependence and controversy in group decision making: Antecedents to effective self-managing teams. Organizational Behavior and Human Decision Processes,74, 33–52.
Aspinwall, L. G., & Taylor, S. E. (1992). Modeling cognitive adaptation: A longitudinal investigation of the impact of individual differences and coping on college adjustment and performance. Journal of Personality and Social Psychology,63, 989–1003.
Avey, J. B., Luthans, F., Smith, R. M., & Palmer, N. F. (2010). Impact of positive psychological capital on employee well-being over time. Journal of Occupational Health Psychology,15, 17–28.
Avey, J. B., Wernsing, T. S., & Mhatre, K. H. (2011). A longitudinal analysis of positive psychological constructs and emotions on stress, anxiety, and well-being. Journal of Leadership and Organizational Studies,18, 216–228.
Baker, R. W., & Siryk, B. (1984a). Measuring academic motivation of matriculating college freshmen. Journal of College Student Personnel,25, 459–464.
Baker, R. W., & Siryk, B. (1984b). Measuring adjustment to college. Journal of Counseling Psychology,31, 179–189.
Baker, R. W., & Siryk, B. (1986). Exploratory intervention with a scale measuring adjustment to college. Journal of Counseling Psychology,33, 31–38.
Baker, R. W., & Siryk, B. (1989). SACQ student adaptation to college questionnaire manual. Los Angeles, CA: Western Psychological Services.
Bogler, R., & Somech, A. (2002). Motives to study and socialization tactics among university students. The Journal of Social Psychology,142, 233–248.
Brady-Amoon, P., & Fuertes, J. N. (2011). Self-Efficacy, self-rated abilities, adjustment and academic performance. Journal of Counseling and Development,89, 431–438.
Brissette, I., Scheier, M. E., & Carver, C. S. (2002). The role of optimism in social network development, coping, and psychological adjustment during a life transition. Journal of Personality and Social Psychology,82, 102–111.
Culbertson, S., Fullagar, C. J., & Mills, M. J. (2010). Feeling good and doing great: The relationship between psychological capital and well-being. Journal of Occupational Health Psychology,15, 421–433.
Gerdes, H., & Mallinckrodt, B. (1994). Emotional, social and academic adjustment of college students: A longitudinal study of retention. Journal of Counseling and Development,72, 281–288.
Heiman, T., & Kariv, D. (2004). Manifestations of learning disabilities in university students: Implications for coping and adjustment. Education,125, 313–324.
Luthans, F. (2002a). The need for and meaning of positive organizational behavior. Journal of Organizational Behavior,23, 695–706.
Luthans, F. (2002b). Positive organizational behavior: Developing and managing psychological strengths. Academy of Management Executive,16, 57–72.
Luthans, F., Avey, J. B., Avolio, B. J., Norman, S. M., & Combs, G. J. (2006a). Psychological capital development: Toward a micro-intervention. Journal of Organizational Behavior,27, 387–393.
Luthans, F., Avey, J. B., & Patera, J. L. (2008a). Experimental analysis of a web-based training intervention to develop positive psychological capital. Academy of Management Learning and Education,7, 209–221.
Luthans, F., Avolio, B. J., Avey, J. B., & Norman, S. M. (2007a). Positive psychological capital: Measurement and relationship with performance and satisfaction. Personnel Psychology,60, 541–572.
Luthans, B. C., Luthans, K. W., & Jensen, S. M. (2012). The impact of business school students’ psychological capital on academic performance. Journal of Education for Business,87, 253–259.
Luthans, F., Luthans, K. W., & Luthans, B. C. (2004). Positive psychological capital: Beyond human and social capital. Business Horizons,47, 45–50.
Luthans, F., Norman, S. M., Avolio, B. J., & Avey, J. B. (2008b). The mediating role of psychological capital in the supportive organizational climate-employee performance relationship. Journal of Organizational Behavior,29, 219–238.
Luthans, F., Vogelgesang, G. R., & Lester, P. B. (2006b). Developing the psychological capital of resiliency. Human Resource Development Review,5, 25–44.
Luthans, F., & Youssef, C. M. (2004). Human, social, and now positive psychological capital management. Organizational Dynamics,33, 143–160.
Luthans, F., Youssef, C. M., & Avolio, B. J. (2007b). Psychological capital: Developing the human competitive edge. New York: Oxford University Press.
McKenzie, K., & Schweitzer, R. (2001). Who succeeds at university? Factors predicting academic performance in first year Australian university students. Higher Education Research and Development,20, 21–33.
Morrison, G. M., & Cosden, M. A. (1997). Risk, resilience, and adjustment of individuals with learning disabilities. Learning Disability Quarterly,20, 43–60.
Phinney, J. S., & Haas, K. (2003). The process of coping among ethnic minority first-generation college freshmen: A narrative approach. The Journal of Social Psychology,143, 707–726.
Raskind, M. H., Goldberg, R. J., Higgins, E. L., & Herman, K. L. (1999). Patterns of change and predictors of success in individuals with learning disabilities: Results from a twenty-year longitudinal study. Learning Disabilities Research and Practice,14, 35–49.
Reiff, H. B., Gerber, P. J., & Ginsberg, R. (1994). Learning to achieve: Suggestions from adults with learning disabilities. Journal of Postsecondary Education and Disability,10, 11–23.
Riolli, L., Savicki, V., & Richards, J. (2012). Psychological capital as a buffer to student stress. Psychology,3, 1202–1207.
Schreiber, J. B., Nora, A., Stage, F. K., Barlow, E. A., & King, J. (2006). Reporting structural equation modeling and confirmatory factor analysis results: A review. The Journal of Educational Research,99, 323–338.
Seligman, M. E. P. (1998). Learned optimism. New York: Pocket Books.
Seligman, M. E. P. (2002). Authentic happiness. New York: Free Press.
Siu, O. L., Bakker, A. B., & Jiang, X. (2014). Psychological capital among university students: Relationships with study engagement and intrinsic motivation. Journal of Happiness Studies,15, 979–994.
Solberg-Nes, L., Evans, D. R., & Segerstrom, S. C. (2009). Optimism and college retention: Mediation by motivation, performance, and adjustment. Journal of Applied Social Psychology,39, 1887–1912.
Suhr, D. D. (2006). Exploratory or confirmatory factor analysis?. Cary: SAS Institute.
Vanno, V., Kaemkate, W., & Wongwanich, S. (2014). Relationships between academic performance, perceived group psychological capital, and positive psychological capital of Thai undergraduate students. Procedia-Social and Behavioral Sciences,116, 3226–3230.
Author information
Authors and Affiliations
Corresponding author
Additional information
The original version of this article was revised: The Appendix 2 was removed.
Appendices
Appendix 1: Demographic Information Questionnaire
Appendix 2: Psychological Capital Questionnaire (PCQ). This appendix has been removed because the authors have not obtained permission to reproduce the Psychological Capital Questionnaire (PCQ).
Appendix 3: Academic Adjustment Questionnaire
The following statements refer to personal attitudes and feelings many students may have with regard to their academic life. Please read each statement and circle the number that best describes your feelings regarding you as a university student.
Suits me very much | Doesn’t suit me at all | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|
1. | Lately I’ve been feeling tense or nervous | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 |
2. | I keep up to date with my academic duties | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 |
3. | On campus I meet people and make friends | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 |
4. | Lately I’ve been feeling downcast and moody | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 |
5. | I’m very much involved in university social activities | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 |
6. | I’m happy with my decision to study at my university | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 |
7. | I have several close social ties at the university at which I study | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 |
8. | My academic goals are clear to me. | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 |
9. | Lately I have not been able to control my emotions very well | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 |
10. | I’m not satisfied with the variety of courses proposed at my university | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 |
11. | I’m satisfied with extracurricular activities at the university | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 |
12. | Lately I’ve been thinking about seeking psychological help | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 |
13. | If I could turn the clock back, I’d choose to study at another academic institution | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 |
14. | Lately I’ve been getting angry far too easily | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 |
15. | Even if I make an effort, I still don’t do well academically | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 |
16. | I have difficulty feeling comfortable in connecting with other students | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 |
17. | I haven’t been sleeping well lately | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 |
18. | I’m satisfied with the level of courses provided at my university | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 |
19. | I enjoy academic work | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 |
20. | I often feel lonely | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 |
21. | I find it hard to begin working on my course requirements | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 |
22. | I don’t use study time effectively. | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 |
23. | The services provided by the university’s offices meet my needs | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 |
24. | I am satisfied with my social life at the university campus | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 |
25. | I have good friends to talk with about problems | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 |
26. | I have trouble coping with study-related stress | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 |
27. | I think that my university is a good place to study | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 |
28. | I’m satisfied with the logistical services provided by my university (e.g., parking space, public transportation, cleanliness, food) | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 |
Rights and permissions
About this article
Cite this article
Hazan Liran, B., Miller, P. The Role of Psychological Capital in Academic Adjustment Among University Students. J Happiness Stud 20, 51–65 (2019). https://doi.org/10.1007/s10902-017-9933-3
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10902-017-9933-3