Exploring the Impact of Academic Psychological Capital Resources on Student Engagement at Undergraduate Level: The Mediating Role of Faculty Support

Zınat Sultana; Mahmud Wahıd

doi:10.17275/per.23.89.10.6

EN

Exploring the Impact of Academic Psychological Capital Resources on Student Engagement at Undergraduate Level: The Mediating Role of Faculty Support

Abstract

Students’ engagement in academic activities is the major dominating factor for their academic success along with their educational institution because disengaged students are more likely to have behavioral issues, suffer academically, and drop out. To create a conducive learning environment, it is indispensable to understand the nature of student participation in tertiary education. The current study was initiated to explore the level of students’ engagement in higher education and the influence of students’ socio-demographic factors and individual academic psychological capital resources including academic self-efficacy and resilience on students’ engagement. It also intended to examine the direct and mediating role of faculty support in prior relationships. A structured questionnaire was developed to collect data. 242 undergrad students sampled from a renowned private University in Dhaka city of Bangladesh. In conjunction with other statistical techniques, to investigate the direct correlation of academic self-efficacy, academic resilience, and teachers' support with students' engagement as well as the mediation impact, structural equation modelling was primarily used with SmartPLS software. According to the study, faculty support and educational psychological capital resources were favourably associated with students’ engagement. Furthermore, the study also revealed that the relationship between academic self-efficacy and resilience with the students' engagement was partially mediated by faculty support. The study offered a number of recommendations for emphasizing the psychological aspects of students' academic well-being as well as the assistance provided by teachers, both of which unquestionably stimulate students and improve their academic success.

Keywords

Psychological capital, efficacy, resilience, faculty support, engagement, undergraduates, structural equation model

References

Abiola, T., & Udofia, O. (2011). Psychometric assessment of the Wagnild and Young’s resilience scale in Kano, Nigeria. BMC Research Notes, 4. https://doi.org/10.1186/1756-0500-4-509
Agasisti, T., Avvisati, F., Borgonovi, F., & Longobardi, S. (2018). Academic resilience: WHAT SCHOOLS AND COUNTRIES DO TO HELP DISADVANTAGED STUDENTS SUCCEED IN PISA. OECD Education Working Papers, No. 167, OECD Publishing, Paris., 167.
Ahmed, U., Umrani, W. A., Pahi, M. H., Mir, S., & Shah, M. (2017). Engaging Ph . D . Students : Investigating the Role of Supervisor Support and Psychological Capital in a Mediated Model. 10(2), 283–306. https://doi.org/10.22059/ijms.2017.220219.672364
Ahmed, U., Umrani, W. A., Qureshi, M. A., & Samad, A. (2018). Examining the links between teachers support, academic efficacy, academic resilience, and student engagement in Bahrain. International Journal of ADVANCED AND APPLIED SCIENCES, 5(9), 39–46. https://doi.org/10.21833/ijaas.2018.09.008
Akey, T. (2007). Using Positive Student Engagement to Increase Student Achievement. Center for Comprehensive School Reform and Improvement Newsletter, 1–14. http://libproxy.library.wmich.edu/login?url=https://search.proquest.com/docview/62046584?accountid=15099%0Ahttps://primo-pmtna01.hosted.exlibrisgroup.com/openurl/01WMU/01WMU?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:book&genre=unknown&sid=ProQ:
Alva, S. A. (1991). Academic Invulnerability Among Mexican-American Students: The Importance of Protective Resources and Appraisals. Hispanic Journal of Behavioral Sciences, 13(1), 18–34. https://doi.org/10.1177/07399863910131002
Ansong, D., Okumu, M., Bowen, G. L., Walker, A. M., & Eisensmith, S. R. (2017). Evidence from Ghana. 54(October 2016), 2016–2018.
Appleton, J. J., Christenson, S. L., Kim, D., & Reschly, A. L. (2006). Measuring cognitive and psychological engagement: Validation of the Student Engagement Instrument. Journal of School Psychology, 44(5), 427–445. https://doi.org/10.1016/j.jsp.2006.04.002
Ayala, J. C., & Manzano, G. (2018). Academic performance of first-year university students: the influence of resilience and engagement. Higher Education Research and Development, 37(7), 1321–1335. https://doi.org/10.1080/07294360.2018.1502258
Bagozzi, R., science, Y. Y.-J. of the academy of marketing, & 1988, undefined. (n.d.). On the evaluation of structural equation models. Springer. Retrieved February 11, 2023, from https://link.springer.com/article/10.1007/BF02723327

Bakker, A. B. (2014). Daily fluctuations in work engagement: An overview and current directions. European Psychologist, 19(4), 227–236. https://doi.org/10.1027/1016-9040/a000160
Balducci, C., Avanzi, L., Consiglio, C., Fraccaroli, F., & Schaufeli, W. (2017). A Cross-National Study on the Psychometric Quality of the Italian Version of the Dutch Work Addiction Scale ( DUWAS ). 33(6), 422–428. https://doi.org/10.1027/1015-5759/a000300
Bandura, A. (1995). Exercise of personal and collective efficacy in changing societies. NY: Cambridge University Press. http://tecfaetu.unige.ch/etu-maltt/wall-e/gosetto0/bases/mooc_motivation/ressources_motivations/auto_efficacite_bandura2.pdf#page=18
Bayram, N., & Bilgel, N. (2008). The prevalence and socio-demographic correlations of depression , anxiety and stress among a group of university students. Social Psychiatry and Psychiatric Epidemiology, 667–672. https://doi.org/10.1007/s00127-008-0345-x
Benitez, J., Henseler, J., Castillo, A., & Schuberth, F. (2020). How to perform and report an impactful analysis using partial least squares: Guidelines for confirmatory and explanatory IS research. Information and Management, 57(2), 103168. https://doi.org/10.1016/j.im.2019.05.003
Borman, G., Borman, G., Rachuba, L., & Rachuba, L. (2001). Academic success among poor and minority students: An analysis of competing models of school effects. In Center for Research on the Education of Students Placed At Risk (Vol. 52).
Bresó, E., Schaufeli, W. B., & Salanova, M. (2011). Can a self-efficacy-based intervention decrease burnout, increase engagement, and enhance performance? A quasi-experimental study. Higher Education, 61(4), 339–355. https://doi.org/10.1007/s10734-010-9334-6
Carini, R. M., Kuh, G. D., & Klein, S. P. (2006). Student engagement and student learning: Testing the linkages. Research in Higher Education, 47(1), 1–32. https://doi.org/10.1007/s11162-005-8150-9
Cassidy, S. (2015). Resilience building in students: The role of academic self-efficacy. Frontiers in Psychology, 6(NOV), 1–14. https://doi.org/10.3389/fpsyg.2015.01781
Chin, W. W. (1998). The partial least squares approach to structural equation modelling. In Marcoulides G. A. (Ed.). In Modern Methods for Business Research (Vol. 295, Issue 2).
Chong, W. H., Liem, G. A. D., Huan, V. S., Kit, P. L., & Ang, R. P. (2018). Student perceptions of self-efficacy and teacher support for learning in fostering youth competencies: Roles of affective and cognitive engagement. Journal of Adolescence, 68(July), 1–11. https://doi.org/10.1016/j.adolescence.2018.07.002
Chowdhury, R., & Sarkar, M. (2018). Education in Bangladesh: Changing contexts and emerging realities. Education in the Asia-Pacific Region, 44(October), 1–18. https://doi.org/10.1007/978-981-13-0708-9_1
Christenson, S. L., Wylie, C., & Reschly, A. L. (2012). Handbook of Research on Student Engagement. In Handbook of Research on Student Engagement (Issue November). https://doi.org/10.1007/978-1-4614-2018-7
Cornelius-White, J. (2007). Learner-centered teacher-student relationships are effective: A meta-analysis. Review of Educational Research, 77(1), 113–143. https://doi.org/10.3102/003465430298563
Fati, M., Ahmed, U., Ali Umrani, W., & Zaman, F. (2019). Academic press and student engagement: Can academic psychological capital intervene? Test of a Mediated Model on Business Graduates. International Journal of Higher Education, 8(3), 134-147.
Finn, J. D. (1989). Withdrawing from School. Review of Educational Research, 59(2), 117–142.
Fornell, C., & Cha, J. (1981). Structural equation models with unobservable variables and measurement error: Algebra and statistics. Sage Publications Sage CA: Los Angeles, CA. https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=C.+Fornell%2C+J.+Cha%2C+Partial+least+squares%2C+Adv.+Methods+Market.+Res.+407+%281%29+%281994%29+52–78.&btnG=
Fredricks, J., Blumenfeld, P., & Paris, A. (2004). School Engagement : Potential of the Concept , State of the Evidence Authors ( s ): Jennifer A . Fredricks , Phyllis C . Blumenfeld and Alison H . Paris Published by : American Educational Research Association Stable URL : http://www.jstor.org/stable/3516. Review of Educational Research, 74(1), 59–109.
Goals, Goal Structures, and Patterns of Adaptive Learning. (2014). Goals, Goal Structures, and Patterns of Adaptive Learning. https://doi.org/10.4324/9781410602152/GOALS-GOAL-STRUCTURES-PATTERNS-ADAPTIVE-LEARNING-CAROL-MIDGLEY
Götz, O., Liehr-Gobbers, K., & Krafft, M. (2010). The evaluation of structural equation models and hypothesis testing. Principles of marketing research. In Handbook of Partial Least Squares.
Hair J F., J. F., Matthews, L. M., Matthews, R. L., & Sarstedt, M. (2017). PLS-SEM or CB-SEM: updated guidelines on which method to use. International Journal of Multivariate Data Analysis, 1(2), 107. https://doi.org/10.1504/ijmda.2017.10008574
Hair J F., J. F., Ringle, C., Planning, M. S.-L. range, & 2013, U. (2013). Partial least squares structural equation modeling: Rigorous applications, better results and higher acceptance. Papers.Ssrn.Com. https://papers.ssrn.com/sol3/papers.cfm?abstract_id=2233795
Hair, J F, Risher, J. J., Sarstedt, M., & Ringle, C. M. (2018). The Results of PLS-SEM Article information. European Business Review, 31(1), 2–24.
Hair, Joe F., Sarstedt, M., Hopkins, L., & Kuppelwieser, V. G. (2014). Partial least squares structural equation modeling (PLS-SEM): An emerging tool in business research. European Business Review, 26(2), 106–121. https://doi.org/10.1108/EBR-10-2013-0128
Hair, Joseph F., Ringle, C. M., & Sarstedt, M. (2013). Partial Least Squares Structural Equation Modeling: Rigorous Applications, Better Results and Higher Acceptance. Long Range Planning, 46(1–2), 1–12. https://doi.org/10.1016/j.lrp.2013.01.001
Han, K. S. (2005). Self Efficacy, Health Promoting Behaviors, and Symptoms of Stress among University Students. Journal of Korean Academy of Nursing, 35(3), 585–592.
Hanafiah, M. H. (2020). Formative Vs. Reflective Measurement Model: Guidelines for Structural Equation Modeling Research. International Journal of Analysis and Applications, 18(5), 876–889. https://doi.org/10.28924/2291-8639-18-2020-876
Henseler, J, Ringle, C., to, R. S.-N. challenges, & 2009, undefined. (2009). The use of partial least squares path modeling in international marketing. Emerald.Com, 20, 277–319. https://doi.org/10.1108/S1474-7979(2009)0000020014
Henseler, Jorg, & Fassott, G. (2010). Testing moderating effects in PLS path models: An illustration of available procedures. In Handbook of partial least squares. In Handbook of Partial Least Squares.
Honicke, T., & Broadbent, J. (2016). The influence of academic self-efficacy on academic performance: A systematic review. Educational Research Review, Elsevier, 17, 63–84. https://doi.org/10.1016/j.edurev.2015.11.002
Kalam, A., Mahonta, H. C., Mohammad, H., & Science, D. (2017). Measuring Service Gap of Higher Education in Bangladesh : A comparative study between Public University and Private University, IOSR Journal of Business and Management, Volume 19, Issue 11, 49-55, https://doi.org/10.9790/487X-1907044955
Klem, A. M., & Connell, J. P. (2004). Relationships Matter : Linking Teacher Support to Student Engagement and Achievement. Journal of School Health, 74(7), 27–34.
Kuh, G. D., Cruce, T. M., Shoup, R., Kinzie, J., & Gonyea, R. M. (2008). Unmasking the effects of student engagement on first-year college grades and persistence. Journal of Higher Education, 79(5), 540–563. https://doi.org/10.1353/jhe.0.0019
LaMastro, V. (2001). Influence of perceived institutional and faculty support on college students’ attitudes and behavioral intentions. Psychological Reports, 88(2), 567–580. https://doi.org/10.2466/PR0.2001.88.2.567
Lamborn, S., Newmann, F., & Wehlage, G. (1992). The Significance and Sources of Student Engagement. In: Newmann FM (Ed.), Student engagement and achievement in American secondary schools. In Teachers College Press, New York, USA. (Issue 7). https://doi.org/10.4324/9780203012543-16
Lane, J., & Lane, A. (2001). Self-efficacy and academic performance. Social Behavior and Personality, 29(7), 787–798. https://doi.org/10.2224/sbp.2001.29.7.687
Lawson, M. A., & Lawson, H. A. (2013). New Conceptual Frameworks for Student Engagement Research, Policy, and Practice. Review of Educational Research, 83(3), 432–479. https://doi.org/10.3102/0034654313480891
Li, W., Gao, W., & Sha, J. (2020). Perceived Teacher Autonomy Support and School Engagement of Tibetan Students in Elementary and Middle Schools : Mediating Effect of Self-Efficacy and Academic Emotions. 11(January), 1–9. https://doi.org/10.3389/fpsyg.2020.00050
Lindström, B. (2001). The meaning of resilience. International Journal of Adolescent Medicine and Health, 13(1), 7–12. https://doi.org/10.1515/IJAMH.2001.13.1.7
Loscalzo, Y., & Giannini, M. (2019). Study Engagement in Italian University Students : A Confirmatory Factor Analysis of the Utrecht Work Engagement Scale — Student Version. Social Indicators Research, 142(2), 845–854. https://doi.org/10.1007/s11205-018-1943-y
Martin, A. J. (2007). Examining a multidimensional model of student motivation and engagement using a construct validation approach. British Journal of Educational Psychology, 77(2), 413–440. https://doi.org/10.1348/000709906X118036
Martin, A. J., & Marsh, H. W. (2006). Academic resilience and its psychological and educational correlates: A construct validity approach. Psychology in the Schools, 43(3), 267–281. https://doi.org/10.1002/pits.20149
Martin, A. J., & Marsh, H. W. (2008). Academic buoyancy: Towards an understanding of students’ everyday academic resilience. Journal of School Psychology, 46(1), 53–83. https://doi.org/10.1016/j.jsp.2007.01.002
Martin, A. J., & Marsh, H. W. (2009). Academic resilience and academic buoyancy: Multidimensional and hierarchical conceptual framing of causes, correlates and cognate constructs. Oxford Review of Education, 35(3), 353–370. https://doi.org/10.1080/03054980902934639
Martin, J. J., Byrd, B., Watts, M. L., & Dent, M. (2015). Gritty, hardy, and resilient: Predictors of sport engagement and life satisfaction in wheelchair basketball players. Journal of Clinical Sport Psychology, 9(4), 345–359. https://doi.org/10.1123/jcsp.2015-0015
Masten, A. S. (2016). Resilience in developing systems: the promise of integrated approaches. European Journal of Developmental Psychology, 13(3), 297–312. https://doi.org/10.1080/17405629.2016.1147344
Mateos, N. E., & Fern, A. (2021). School Climate and Perceived Academic Performance : Direct or Resilience-Mediated Relationship ?
McDonald Connor, C., Son, S. H., Hindman, A. H., & Morrison, F. J. (2005). Teacher qualifications, classroom practices, family characteristics, and preschool experience: Complex effects on first graders’ vocabulary and early reading outcomes. Journal of School Psychology, 43(4), 343–375. https://doi.org/10.1016/j.jsp.2005.06.001
McMillan, J. H., & Reed, D. F. (1994). At-Risk Students and Resiliency: Factors Contributing to Academic Success. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 67(3), 137–140. https://doi.org/10.1080/00098655.1994.9956043
Midgley, C., Maehr, M. L., Hruda, L. Z., Anderman, E., Anderman, L., Freeman, K. E., Gheen, M., Kaplan, A., Kumar, R., Middleton, M. J., Nelson, J., & Roeser, R. (2000). Manual for the Patterns of Adaptive Learning Sciences (PALS). Pals, 734–763.
Mozammel, S., Ahmed, U., Slade, H., & Zaman, F. (2018). Digging deep in students’ engagement in Bahrain: Contributions from academic self-efficacy and academic resilience. International Journal of Management and Business Research, 8(1), 136–147.
Muca, E., Molino, M., Ghislieri, C., Baratta, M., Odore, R., Bergero, D., & Valle, E. (2023). Relationships between psychological characteristics, academic fit and engagement with academic performance in veterinary medical students. BMC Veterinary Research, 19(1), 1–9. https://doi.org/10.1186/s12917-023-03695-0
Patrick, H., Hicks, L., & Ryan, A. (1997). Relations of Perceived Social Efficacy and Social Goal Pursuit to Self-Efficacy for Academic Work. The Journal of Early Adolescence.
Phillips, Estelle & Pugh, Derek. (2000). How To Get a PhD: A Handbook for Students and Their Supervisors. Third Edition. Open University Press
Reeve, J., Cheon, S. H., & Yu, T. H. (2020). An autonomy-supportive intervention to develop students’ resilience by boosting agentic engagement. International Journal of Behavioral Development, 44(4), 325–338. https://doi.org/10.1177/0165025420911103
Reeve, J., & Jang, H. (2006). What teachers say and do to support students’ autonomy during a learning activity. Journal of Educational Psychology, 98(1), 209–218. https://doi.org/10.1037/0022-0663.98.1.209
Ringle, Wende, & Becker, 2015 - Google Scholar. (n.d.). Retrieved February 8, 2023, from https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=Ringle%2C+Wende%2C+%26+Becker%2C+2015&btnG=
Ringle, C. M., & Sinkovics, R. R. (2004). THE USE OF PARTIAL LEAST SQUARES PATH MODELING IN INTERNATIONAL MARKETING. 20(2009), 277–319. https://doi.org/10.1108/S1474-7979(2009)0000020014
Robayo-Tamayo, M., Blanco-Donoso, L. M., Román, F. J., Carmona-Cobo, I., Moreno-Jiménez, B., & Garrosa, E. (2020). Academic engagement: A diary study on the mediating role of academic support. Learning and Individual Differences, 80(April 2019), 101887. https://doi.org/10.1016/j.lindif.2020.101887
Romano, L., Angelini, G., Consiglio, P., & Fiorilli, C. (2021). Academic resilience and engagement in high school students: The mediating role of perceived teacher emotional support. European Journal of Investigation in Health, Psychology and Education, 11(2), 334–344. https://doi.org/10.3390/ejihpe11020025
Romano, L., Buonomo, I., Callea, A., & Fiorilli, C. (2019). Alexithymia in Young people’s academic career: The mediating role of anxiety and resilience. Journal of Genetic Psychology, 180(4–5), 157–169. https://doi.org/10.1080/00221325.2019.1620675
Roorda, D. L., Koomen, H. M. Y., Spilt, J. L., & Oort, F. J. (2011). The influence of affective teacher-student relationships on students’ school engagement and achievement: A meta-analytic approach. Review of Educational Research, 81(4), 493–529. https://doi.org/10.3102/0034654311421793
Ryan, A. M., & Patrick, H. (2001). The classroom social environment and changes in adolescents’ motivation and engagement during middle school. American Educational Research Journal, 38(2), 437–460. https://doi.org/10.3102/00028312038002437
Ryan, A., Patrick, H., & Hicks, L. (1997). Why Do Some Students Avoid Asking for Help ? An Examination of the Interplay Among Students ’ Academic Efficacy , Teachers ’ Social-Emotional Role , and the Classroom Goal Structure. The Journal of Early Adolescence, 90(3), 528–535.
Salanova, M., Schaufeli, W., Martínez, I., & Bresó, E. (2010). How obstacles and facilitators predict academic performance: The mediating role of study burnout and engagement. Anxiety, stress & coping, 23(1), 53-70.
Saleem, M. S., Isha, A. S. N., Awan, M. I., Yusop, Y. B., & Naji, G. M. A. (2022). Fostering Academic Engagement in Post-graduate Students: Assessing the Role of Positive Emotions, Positive Psychology, and Stress. Frontiers in Psychology, 13(August). https://doi.org/10.3389/fpsyg.2022.920395
Saleh Abou Elyazied, L., Mahmoud, R., & Mohamed, S. (2022). Influence of Psychological Capital on Nursing Students Engagement. Egyptian Journal of Health Care, 13(2), 488–498. https://doi.org/10.21608/ejhc.2022.231192
Sarstedt, M., Ringle, C. M., & Hair, J. F. (2022). Partial Least Squares Structural Equation Modeling. Handbook of Market Research, 587–632. https://doi.org/10.1007/978-3-319-57413-4_15
Schaufeli, W. B., Bakker, A. B., & Salanova, M. (2006). Educational and Psychological Measurement. https://doi.org/10.1177/0013164405282471
Schaufeli, W. B., Martínez, I. M., Pinto, A. M., Salanova, M., & Bakker, A. B. (2002). BURNOUT AND ENGAGEMENT IN UNIVERSITY STUDENTS A Cross-National Study. Journal of Cross-Cultural Psychology. https://doi.org/10.1177/0022022102033005003
Schunk, D. H., & Ertmer, P. A. (2000). Self-regulation and academic learning: Self-efficacy enhancing interventions. Handbook of Self-Regulation, 631–649. http://www.sciencedirect.com/science/article/pii/B9780121098902500482
Skinner, E. A., & Belmont, M. J. (1993). Motivation in the Classroom: Reciprocal Effects of Teacher Behavior and Student Engagement Across the School Year. Journal of Educational Psychology, 85(4), 571–581. https://doi.org/10.1037/0022-0663.85.4.571
Teuber, Z., Nussbeck, F. W., & Wild, E. (2021). The Bright Side of Grit in Burnout-Prevention: Exploring Grit in the Context of Demands-Resources Model among Chinese High School Students. Child Psychiatry and Human Development, 52(3), 464–476. https://doi.org/10.1007/s10578-020-01031-3
Torregosa, M. B., Antonius Ynalvez, M., Morin, K. H., Torregosa RN FNP-BC Assistant Professor, M. B., Antonius Ynalvez Associate Professor, M., & Morin RN FAAN Professor Emerita, K. H. (2016). Perceptions matter: faculty caring, campus racial climate and academic performance. Wiley Online Library, 72(4), 864–877. https://doi.org/10.1111/jan.12877
Umbach, P. D., & Wawrzynski, M. R. (2005). Faculty do matter: The role of college faculty in student learning and engagement. Research in Higher Education, 46(2), 153–184. https://doi.org/10.1007/S11162-004-1598-1
Vaez, M., & L Laflamme. (2008). Experienced stress , psychological symptoms , self-rated health and academic achievement : A longitudinal study of Swedish university students. January 2008. https://doi.org/10.2224/sbp.2008.36.2.183
Waldinger, F. (2010). Quality matters: The expulsion of professors and the consequences for PhD student outcomes in Nazi Germany. Journal of Political Economy, 118(4), 787–831. https://doi.org/10.1086/655976
Wang, M. C., Haertel, G. D., & Walberg, H. J. (1994). Educational resilience in inner cities. In Educational Resilience in Inner-city America: Challenges and Prospects, eds M. C. Wang and E. W. Gordon (Hillsdale, NJ: Erlbaum).
Waxman, H. C., Gray, J. P., & Padron, Y. N. (2003). Review of Research on Educational Resilience.Research Report. Eric, 11, 1–28.
Wentzel, K. R., Miele, D. B., Schunk, D. H., & Dibenedetto, M. K. (2016). Handbook of Motivation at School. Handbook of Motivation at School. https://doi.org/10.4324/9781315773384
Wilks, S. E., Spivey, C. A., Wilks, S. E., & Spivey, C. A. (2010). Social Work Education : The Resilience in Undergraduate Social Work Students : Social Support and Adjustment to Academic Stress Resilience in Undergraduate Social Work Students : Social Support and Adjustment to Academic Stress 1. Social Work Education: The International Journal, December 2014, 37–41. https://doi.org/10.1080/02615470902912243
Wilson, D. M., Summers, L., & Wright, J. (2020). Faculty support and student engagement in undergraduate engineering. Journal of Research in Innovative Teaching & Learning, 13(1), 83–101. https://doi.org/10.1108/jrit-02-2020-0011
Xanthopoulou, D., Baker, A. B., Heuven, E., Demerouti, E., & Schaufeli, W. B. (2008). Working in the sky: A diary study on work engagement among flight attendants. Journal of occupational health psychology, 13(4), 345.

Details

Primary Language

English

Subjects

Other Fields of Education, Educational Psychology

Journal Section

Research Article

Authors

Zınat Sultana ^*
0000-0002-1357-0761
Bangladesh

Mahmud Wahıd This is me
0009-0006-7986-0557
Bangladesh

Early Pub Date

November 2, 2023

Publication Date

November 1, 2023

Submission Date

May 21, 2023

Acceptance Date

September 18, 2023

Published in Issue

Year 2023 Volume: 10 Number: 6

DOI

https://doi.org/10.17275/per.23.89.10.6

IZ

https://izlik.org/JA46ZS49GK

APA

Sultana, Z., & Wahıd, M. (2023). Exploring the Impact of Academic Psychological Capital Resources on Student Engagement at Undergraduate Level: The Mediating Role of Faculty Support. Participatory Educational Research, 10(6), 58-83. https://doi.org/10.17275/per.23.89.10.6

AMA

1.Sultana Z, Wahıd M. Exploring the Impact of Academic Psychological Capital Resources on Student Engagement at Undergraduate Level: The Mediating Role of Faculty Support. PER. 2023;10(6):58-83. doi:10.17275/per.23.89.10.6

Chicago

Sultana, Zınat, and Mahmud Wahıd. 2023. “Exploring the Impact of Academic Psychological Capital Resources on Student Engagement at Undergraduate Level: The Mediating Role of Faculty Support”. Participatory Educational Research 10 (6): 58-83. https://doi.org/10.17275/per.23.89.10.6.

EndNote

Sultana Z, Wahıd M (November 1, 2023) Exploring the Impact of Academic Psychological Capital Resources on Student Engagement at Undergraduate Level: The Mediating Role of Faculty Support. Participatory Educational Research 10 6 58–83.

IEEE

[1]Z. Sultana and M. Wahıd, “Exploring the Impact of Academic Psychological Capital Resources on Student Engagement at Undergraduate Level: The Mediating Role of Faculty Support”, PER, vol. 10, no. 6, pp. 58–83, Nov. 2023, doi: 10.17275/per.23.89.10.6.

ISNAD

Sultana, Zınat - Wahıd, Mahmud. “Exploring the Impact of Academic Psychological Capital Resources on Student Engagement at Undergraduate Level: The Mediating Role of Faculty Support”. Participatory Educational Research 10/6 (November 1, 2023): 58-83. https://doi.org/10.17275/per.23.89.10.6.

JAMA

1.Sultana Z, Wahıd M. Exploring the Impact of Academic Psychological Capital Resources on Student Engagement at Undergraduate Level: The Mediating Role of Faculty Support. PER. 2023;10:58–83.

MLA

Sultana, Zınat, and Mahmud Wahıd. “Exploring the Impact of Academic Psychological Capital Resources on Student Engagement at Undergraduate Level: The Mediating Role of Faculty Support”. Participatory Educational Research, vol. 10, no. 6, Nov. 2023, pp. 58-83, doi:10.17275/per.23.89.10.6.

Vancouver

1.Zınat Sultana, Mahmud Wahıd. Exploring the Impact of Academic Psychological Capital Resources on Student Engagement at Undergraduate Level: The Mediating Role of Faculty Support. PER. 2023 Nov. 1;10(6):58-83. doi:10.17275/per.23.89.10.6