The Impact of Business School Students’ Psychological Capital on Academic Performance

By B. Luthans, K. Luthans, S. Jensen. 2012

263 citations recorded by the source corpus.

Subfields: Clinical Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/d6cf0c23bf5668a42bc2fa08f2eedcec7c97241a

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In Clinical Psychology

In Social Psychology

Citations in the corpus

The Role of Psychological Capital in Academic Adjustment Among University Students (2017, background): “Among them, some investigated the relation of PsyCap to students’ grade point average (GPA) (Luthans et al. 2012; Vanno et al. 2014).”
How Psychological Capital Mediates Between Study–Related Positive Emotions and Academic Performance (2019, background): “2014), learning empowerment (Liao and Liu 2016; You 2016), study engagement (Datu and Valdez 2016; Datu et al. 2016; Luthans et al. 2012; Siu et al. 2014; You 2016), and student well–being (Datu and Valdez 2016).”
The influence of instructor support, family support and psychological capital on the well-being of postgraduate students: a moderated mediation model (2017, result): “The current study builds on Luthans et al. (2012) in three main ways, and in so-doing contributes to the existing literature: First, it is the first to assess the underlying mechanisms linking instructor support to the subjective wellbeing of students.”
Antecedents of academic performance of university students: academic engagement and psychological capital resources (2019, result): “Second, this study supports and extends previous research on the interrelationships between engagement, PsyCap, and performance (e.g. Luthans et al., 2012; De Wall & Pienaar, 2013; Siu et al., 2013), which supports PsyCap as a mediator in the engagement – performance relationship.”
Linking positive emotions and academic performance: The mediated role of academic psychological capital and academic engagement (2019, background): “In addition, some scholars have found that psychological capital (PsyCap) -a concept that was initially examined in work settings, and simultaneously encompasses efficacy, optimism, hope, and resilience-may play an important role in facilitating desirable student outcomes (Luthans et al. 2012).”