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Psychological Capital (PsyCap) has received much attention in industrial-organizational research because it is linked to a broad spectrum of adaptive work-related outcomes. However, few studies have been conducted on PsyCap in non-Western school contexts, especially in the ethnic minority areas of Mainland China. The present study aims to validate...
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... It explicitly includes four "HERO" constructs of hope, self-efficacy, resilience, and optimism Luthans and Youssef-Morgan 2017). As an essential resource for capacity development, the positive effects of Psy-Cap have been extensively explored in industrial-organizational and educational contexts (King and Caleon 2021;Wu and Kang 2023). For example, found that PsyCap positively correlated with work performance and job satisfaction in a sample of high-tech manufacturing and service workers. ...
... For example, found that PsyCap positively correlated with work performance and job satisfaction in a sample of high-tech manufacturing and service workers. In another study with Chinese college students, Wu and Kang (2023) documented the predictive effect of school PsyCap on learning engagement. Nevertheless, the current research on PsyCap has predominantly centered around the Western industrialorganizational field. ...
... Numerous factors that could predict academic achievement have been identified, including cognitive appraisals, and school PsyCap (Forsblom et al. 2022;Peixoto et al. 2017). For instance, Wu and Kang (2023) documented that school PsyCap was positively correlated with mathematics achievement in two cultural contexts of Chinese Dai and Han. In a longitudinal study conducted among Finnish lower-secondary students, Kyttälä and Björn (2010) found that mathematics-related cognitive appraisals were positively associated with mathematics achievement. ...
With the affective turn in education, particularly with the control‐value theory (CVT) proposal, a wide range of antecedents of achievement emotions, including psychological capital (PsyCap), have been investigated and verified. It is worth noting, however, that few studies have examined whether cognitive appraisals mediate the association between PsyCap and achievement emotions. Using latent structural equation model analysis (SEM), this study examined whether mathematical PsyCap predicted mathematics achievement emotions directly and indirectly mediated by mathematics‐related control and value appraisals. Data were gathered from 1106 Chinese secondary school students, all of whom were between the ages of 11 and 16 years old. Corroborating the CVT, results indicated that mathematics PsyCap was positively correlated with mathematics enjoyment and achievement and negatively associated with mathematics boredom. The mediating effects of control and value appraisals were also confirmed in the relationships between mathematics PsyCap and achievement emotions (i.e., enjoyment, boredom, and anxiety), as well as between mathematics PsyCap and mathematical achievement. These findings enhance the current knowledge supporting the CVT and provide further insights into the linkage between PsyCap and achievement emotions in Chinese adolescents’ mathematics education.
El aburrimiento escolar o académico diluyó el interés por aprender, al ser una emoción poco placentera para el sujeto que la siente. Ya sea por diversos factores, impactó en el rendimiento académico principalmente de forma negativa. Por ello, el objetivo general del estudio es identificar el problema del aburrimiento académico en adolescentes. Se realizó una revisión sistemática de la literatura con 85 artículos elegibles en Scopus. Los principales resultados señalan que el tema se configuró a partir de tres vertientes temáticas. Durante el confinamiento por la pandemia de COVID-19 el aburrimiento fue una emoción frecuentemente experimentada por los adolescentes. Se concluyó que, si bien el tema se centró en un inicio en la enseñanza de la actividad física, la irrupción de las emociones académicas como factor clave para el aprendizaje multiplicó los estudios en este sentido, sobre todo a partir de la emergencia sanitaria que llevó al aprendizaje remoto.
According to the self-determination theory of academic motivation (SDT), three basic psychological needs—autonomy, competence, and relatedness—significantly impact a person’s degree of motivation, including amotivation, extrinsic motivation and intrinsic motivation. Academic motivation strongly correlates with essential measures of academic achievement and well-being outcomes. There is, however, a paucity of data indicating possible variations in academic motivation among various groups, particularly among students from multiple cultural origins. This study used a sample of 588 secondary school students from Chinese Dai and Han ethnic backgrounds to explore the possible cultural differences in academic motivation towards mathematics (AMTM), thus showcasing the influence of culture on mathematical motivation. Confirmatory factor analyses and multi-group analyses were performed to investigate the reliability and validity of the Academic Motivation Towards Mathematics Scale (AMTMS) amongst Chinese Dai and Han students. According to the results, the AMTMS demonstrated a well-fitted seven-factor structure with satisfactory psychometric qualities, and measurement consistency was established. Furthermore, Han participants showed higher extrinsic and internal motivation levels, and lower amotivation level than their Dai counterparts. The extrinsic motivation-introduced regulation did not differ significantly between the Dai and Han groups. Further discussion is provided to explain these results, the study’s constraints, and their practical applications.
