Academic Psychological Capital, Study Strategies, and Academic Achievement: PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download Academic Psychological Capital, Study Strategies, and Academic Achievement: PDF full book. Access full book title Academic Psychological Capital, Study Strategies, and Academic Achievement: by Ashley Chermak. Download full books in PDF and EPUB format.
Author: Ashley Chermak Publisher: ISBN: Category : Educational psychology Languages : en Pages : 0
Book Description
"Academic Psychological Capital (Academic PsyCap) is a relatively new psychological construct that stems from industrial/organizational psychological research on Psychological Capital (PsyCap). PsyCap is a second order factor that encompasses one’s Hope, Self-Efficacy, Resilience, and Optimism. The current study utilized a non-experimental quantitative research design focused on Academic PsyCap among high school students. Participants included 59 tenth, eleventh, and twelfth grade students from a public high school in Southwest Florida who completed a Demographic Survey, the Academic Psychological Capital Questionnaire, and the Study Strategies scale from the School Motivation and Learning Strategies Inventory (SMALSI, 2014). March 2023 Grade Point Average (GPA) and each student’s 9th grade GPA was extracted directly from the district database. A Simultaneous Regression was conducted to examine the relationship between Academic PsyCap, Study Strategies, and Current GPA, with Parent Education and Previous Achievement included as statistical controls. The researcher also examined the correlation between Academic PsyCap and Study Strategies specifically. The first hypothesis was that Academic PsyCap and Current GPA would have a positive correlation to each other, while controlling for Parent Education and Previous Achievement. The second hypothesis was that Academic PsyCap and Study Strategies would have a positive correlation to each other. Results indicated that Current GPA was most strongly associated with Previous GPA, so much so that none of the other variables explained any significant amount of variance in the model. Results did support the second hypothesis that Academic PsyCap and Study Strategies are positively correlated to one another.."--Abstract
Author: Ashley Chermak Publisher: ISBN: Category : Educational psychology Languages : en Pages : 0
Book Description
"Academic Psychological Capital (Academic PsyCap) is a relatively new psychological construct that stems from industrial/organizational psychological research on Psychological Capital (PsyCap). PsyCap is a second order factor that encompasses one’s Hope, Self-Efficacy, Resilience, and Optimism. The current study utilized a non-experimental quantitative research design focused on Academic PsyCap among high school students. Participants included 59 tenth, eleventh, and twelfth grade students from a public high school in Southwest Florida who completed a Demographic Survey, the Academic Psychological Capital Questionnaire, and the Study Strategies scale from the School Motivation and Learning Strategies Inventory (SMALSI, 2014). March 2023 Grade Point Average (GPA) and each student’s 9th grade GPA was extracted directly from the district database. A Simultaneous Regression was conducted to examine the relationship between Academic PsyCap, Study Strategies, and Current GPA, with Parent Education and Previous Achievement included as statistical controls. The researcher also examined the correlation between Academic PsyCap and Study Strategies specifically. The first hypothesis was that Academic PsyCap and Current GPA would have a positive correlation to each other, while controlling for Parent Education and Previous Achievement. The second hypothesis was that Academic PsyCap and Study Strategies would have a positive correlation to each other. Results indicated that Current GPA was most strongly associated with Previous GPA, so much so that none of the other variables explained any significant amount of variance in the model. Results did support the second hypothesis that Academic PsyCap and Study Strategies are positively correlated to one another.."--Abstract
Author: Fred Luthans Publisher: Oxford University Press, USA ISBN: 0199316473 Category : Business & Economics Languages : en Pages : 337
Book Description
Although there are as many answers to the question of how organizations can gain competitive advantage in today's global economy as there are books and experts, one lesson seems very clear: traditional answers and resources are no longer sufficient. This seminal book offers not only an answer regarding how to gain competitive advantage through people, but also a brand new, untapped human resource--psychological capital, or simply PsyCap. Generated from both the positive-psychology movement and the authors' pioneering work on positive organizational behavior, PsyCap is a rigorous concept: to be included in PsyCap, a given positive construct must be based on theory, research, and valid measurement, must be open to development, and must have measurable performance impact. The positive constructs that have been determined to best meet these PsyCap criteria--efficacy (confidence), hope, optimism, and resiliency--are covered in separate chapters in Psychological Capital and Beyond. Following an exploration of other potential positive constructs such as creativity, wisdom, well-being, flow, humor, gratitude, forgiveness, emotional intelligence, spirituality, authenticity, and courage, the authors summarize the research demonstrating the performance impact of PsyCap. They go on to provide the PsyCap Questionnaire (PCQ) as a measurement tool, and the PsyCap Intervention (PCI) as a development aid. Psychological Capital and Beyond provides theory, research, measurements, and methods of application for psychological capital, a resource that can be developed and sustained for competitive advantage. Each copy includes a complimentary PsyCap online self-assessment.
Author: Mihaly Csikszentmihalyi Publisher: Springer ISBN: 9401790949 Category : Psychology Languages : en Pages : 500
Book Description
The third volume of the collected works of Mihaly Csikszentmihalyi covers his work on the application of flow in areas that go beyond the field of leisure where the concept was first applied. Based on his personal experience with schooling and learning, as well as that of many others and contrary to what Cicero claimed, Csikszentmihalyi arrived at the conclusion that instead of taking pride in making the roots of knowledge as bitter as possible, we should try to make them sweeter. Just as flow became a popular and useful concept in voluntary activities, it could likewise be applied in education with the end result of young people being more likely to continue learning not just because they have to but because they want to. This volume brings together a number of articles in which Csikszentmihalyi develops ideas about how to make education and more generally the process of learning to live a good life, more enjoyable. Since theory is the mother of good practice, the first eleven chapters are devoted to theoretical reflections. Some are general and explore what it means to be a human being, what it means to be a person, when we look at life from the perspective of flow. Others are more narrowly focused on such topics as consumption, education, teaching and learning. They help laypeople reflect how they can arrange their lives in such a way as to leave a small ecological footprint while getting the most enjoyment. The second section of the volume contains a dozen empirical articles on similar topics. They deal with the development of identity and self-worth; with the formation of goals and motivation; with loneliness and family life.
Author: Stephen John Quaye Publisher: Routledge ISBN: 0429683456 Category : Education Languages : en Pages : 436
Book Description
In the updated edition of this important volume, the editors and chapter contributors explore how diverse populations of students experience college differently and encounter group-specific barriers to success. Informed by relevant theories, each chapter focuses on engaging a different student population, including low-income students, Students of Color, international students, students with disabilities, religious minority students, student-athletes, part-time students, adult learners, military-connected students, graduate students, and others. New in this third edition is the inclusion of chapters on Indigenous students, student activists, transracial Asian American adoptee students, justice-involved students, student-parents, first-generation students, and undocumented students. The forward-thinking, practical, anti-deficit-oriented strategies offered throughout the book are based on research and the collected professional wisdom of experienced educators and scholars at a range of postsecondary institutions. Current and future faculty members, higher education administrators, and student affairs educators will undoubtedly find this book complete with fresh ideas to reverse troubling engagement trends among various college student populations.
Author: Maria C.W. Peeters Publisher: John Wiley & Sons ISBN: 1118652509 Category : Psychology Languages : en Pages : 518
Book Description
AN INTRODUCTION TO CONTEMPORARY WORK PSYCHOLOGY "[This book] provides a comprehensive introduction to the field, featuring contributions from around the world. Not only is the book well-written, it is also very readable and entertaining and provides a thorough and scholarly introduction to all aspects of the field. I strongly and unreservedly endorse and recommend it." —Anthony Harold Winefield, PhD, Professor of Psychology, University of South Australia "Work behaviour is crucial to our health and well-being and to organizational performance. Work also impacts on our behaviour outside work and on family life. With contributions of many of the world's leading experts, this strong editorial team has produced the first standard book on work psychology: the scientific study of work behaviour and its antecedents and consequences. It is a must for anyone seriously interested in work, work behaviour and people at work." —Michiel Kompier, Professor of Work and Organizational Psychology, Radboud University Nijmegen An Introduction to Contemporary Work Psychology is the first textbook to provide a comprehensive overview of work psychology. Moving beyond the terrain of introductory industrial/organizational psychology textbooks, this book examines the classic models, current theories and contemporary issues affecting the twenty-first-century worker. This text covers all aspects of the psychology of working, including topics such as safety at work, working times, work–family interaction, recovery from work, technology, job demands and job resources, working in teams and sickness absence. While many books in the field focus on the adverse effects of work, this one is unique in emphasizing also the positive aspects and outcomes of work, including motivation, performance, creativity and engagement. The book also contains chapters on job-related prevention and intervention strategies with a special focus on positive interventions and proactive techniques, such as job crafting and promoting positive work behaviours. Edited by respected leaders in the field and with chapters written by a global team of experts, this is the textbook for advanced undergraduate and graduate courses focusing on work psychology.
Author: Fred Luthans Publisher: Oxford University Press, USA ISBN: 0199884870 Category : Business & Economics Languages : en Pages : 256
Book Description
Although there are as many answers to the question of how organizations can gain competitive advantage in today's global economy as there are books and experts, one lesson seems very clear: traditional answers and resources are no longer sufficient. This seminal book offers not only an answer regarding how to gain competitive advantage through people, but also a brand new, untapped human resource--psychological capital, or simply PsyCap. Generated from both the positive psychology movement and the authors' pioneering work on positive organizational behavior, PsyCap goes beyond traditionally recognized human and social capital. But PsyCap is not a vague or unscientific concept: to be included in PsyCap, a given positive construct must be based on theory, research, and valid measurement, must be open to development, and must have measurable performance impact. The positive constructs that have been determined to best meet these PsyCap criteria, efficacy (confidence), hope, optimism, and resiliency, are covered in separate chapters in Psychological Capital. After exploring other potential positive constructs such as creativity, wisdom, well being, flow, humor, gratitude, forgiveness, emotional intelligence, spirituality, authenticity, and courage, the authors summarize the research demonstrating the performance impact of PsyCap. They go on to provide the PsyCap Questionnaire (PCQ) as a measurement tool, and the PsyCap Intervention (PCI) as a development aid. Utility analysis indicates that investing in the development of PsyCap as presented in this book can result in a very substantial return. In total, Psychological Capital provides theory, research, measurements, and methods of application for the new resource of psychological capital, a resource that can be developed and sustained for competitive advantage.
Author: Marcia B. Baxter Magolda Publisher: Taylor & Francis ISBN: 1000981320 Category : Education Languages : en Pages : 353
Book Description
WINNER OF AERA’S NARRATIVE & RESEARCH SPECIAL INTEREST GROUP 2003 BOOK AWARDWhat impact does a college education have on students' careers and personal lives after they graduate? Do they consider themselves well prepared for the demands and ambiguities of contemporary society? What can we learn from their stories to improve the college learning experience?This groundbreaking book extends Marcia Baxter Magolda’s renowned longitudinal study and follows her participants’ lives from their graduation to their early thirties. We follow these students’ journeys to an internally-authored sense of identity and how they make meaning of their lives. From this, the author proposes a new framework for higher education to better foster students' crucial journeys of transformation--through the shaping of curriculum and co-curriculum, advising, leadership opportunities, campus work settings, collaboration, diversity and community building.This is an important book for all faculty, administrators and student affairs professionals.
Author: Myron H. Dembo Publisher: Routledge ISBN: 1136769862 Category : Education Languages : en Pages : 358
Book Description
This popular text combines theory, research, and applications to teach college students how to become more self-directed learners. The focus is on relevant information and features designed to help students to identify the components of academic learning that contribute to high achievement, to master and practice effective learning and study strategies, and then to complete self-management studies whereby they are taught a process for improving their academic behavior. A framework organized around six components related to academic success (motivation, methods of learning, time management, control of the physical and social environment, and monitoring performance) makes it easy for students to understand what they need to do to become more successful in the classroom.
Author: Daniel K. Mroczek Publisher: Psychology Press ISBN: 1317778073 Category : Psychology Languages : en Pages : 541
Book Description
This handbook is the first volume to provide a comprehensive look at personality development. It features a state-of-the-art examination of the field, an area that is enjoying a resurgence in popularity. Five major types of advances, all of which are represented in this volume, are the result of the recent burst in research activity in this area: 1) new theoretical perspectives, 2) higher-quality empirical studies, 3) more sophisticated research designs and analyses, 4) attention to development across the lifespan, and 5) the growing prominence of interdisciplinary approaches to personality development. The Handbook of Personality Development is comprehensive across the lifespan, in its range of personality constructs, and in its coverage of theoretical and methodological frameworks. It is the first volume to address the most important personality development theoretical frameworks in one location--the evolutionary, physiological, behavioral genetic, and socio-cultural perspectives. The book also reviews new statistical techniques that allow for the estimation of individual differences in stability and the analysis of change. The latter part of the book focuses on personality development over the lifespan, from infancy to older adulthood. The authors address personality variables such as emotion regulation, temperament, and self-concept across the lifespan. The book concludes with a compelling capstone chapter by Dan McAdams on how personality develops. The Handbook of Personality Development provides an historical account of, and summary of, the most significant and important findings in the area, along with suggestions for future research. Intended for researchers and advanced students in personality, developmental, social, clinical, and educational psychology, as well as related fields such as family studies, sociology, education, nursing, behavioral genetics, neuropsychology, and psychophysiology, the handbook also serves as a valuable resource in advanced courses that address personality development.
Author: Diane Kutz Publisher: ISBN: Category : Academic achievement Languages : en Pages : 37
Book Description
This research study expands upon the body of research seeking to define the effect of Academic Psychological Capital (Academic PsyCap) and student Participation in Experiential Learning on one success measure of students, Academic Performance, as measured by grade point average (GPA). It also seeks to investigate the moderating effect of Experiential Learning on the relationship between Academic PsyCap and Academic Performance. The study argues that Social Cognitive Theory and Broaden and Build Theory supported a reciprocal relationship between Academic PsyCap and Participation in Experiential Learning Activities and the positive relationship between both constructs and Academic Performance. The study was conducted at a regional university located in the south where juniors and seniors enrolled in the College of Business were surveyed. The survey contained questions regarding their Academic PsyCap, their participation in Experiential Learning Activities, and their GPA. The study found a statistically significant positive correlation between Academic PsyCap and GPA as well as a statistically significant positive correlation between Academic PsyCap and participation in Experiential Learning. An interesting note was there was not a statistically significant difference between participating in one, two, or three or more activities, indicating that it is not the intensity of participation but rather that they participated in at least one activity. Lastly, the study did not find evidence of an interaction effect of Participation in Experiential Learning on the relationship between Academic PsyCap and Academic Performance. This research is important for institutions of higher learning as they seek to differentiate themselves, increase their impact, and improve the success of their students during college and after graduation. It is also an important consideration during social isolation due to the COVID-19 pandemic, in that institutions of higher learning need to ensure that they continue to provide avenues for students to participate in Experiential Learning in the era of social distancing.
Author: Ashley Chermak
Author: Ashley Chermak
Author: Fred Luthans
Author: Mihaly Csikszentmihalyi
Author: Stephen John Quaye
Author: Maria C.W. Peeters
Author: Fred Luthans
Author: Marcia B. Baxter Magolda
Author: Myron H. Dembo
Author: Daniel K. Mroczek
Author: Diane Kutz