Positive Academic Emotions and Academic Achievement: The Role of Academic Psychological Capital
Abstract
Academic achievement and academic psychology have been paid much attention to and studied by educational managers and psychologists for the past few years. A survey of 613 university students in Vietnam used a pre-designed questionnaire to investigate the relationship between positive academic emotions, psychological capital, and achievement. In this study, academic psychological capital is viewed as a high-ordered construct composed of four components: self-efficacy, hope, resilience, and optimism. The formative measurement model is used to assess this construct. This study uses both qualitative and quantitative research methods. The in-depth interview method is used in qualitative research to gain a deeper understanding of the relationship amongst concepts and complete the interview questionnaire. The Partial Least Squares Structural Equation Model (PLS-SEM) is utilized for quantitative research. The research findings indicate certain relations between these concepts. Positive academic emotions, in particular, have a positive impact on academic psychological capital and academic achievement. Academic psychosocial capital also has a positive relationship with academic achievement. In addition to the direct effects mentioned above, the study discovers that academic psychological capital plays a mediating role in the impact of positive academic emotions on academic achievement. This study also offers some managerial implications to the research problems to improve university students’ achievement.
Keywords: positive academic emotions, academic achievement, academic psychological capital, higher education.
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