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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...
Citations
... 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.
