Predicting of Academic Performance from Psychological Capital and Psychological Hardiness

The aim of this study as to predict academic performance based on the components of psychological capital and psychological hardiness in second grade female students. The research method was descriptive-correlational and the statistical population of the study consisted of 4588 students of all third grade high school students in Qom in 2017-2018 academic year. 357 students were selected according to Morgan table. Luthans psychological capital questionnaire (PCQ), hardiness psychological questionnaire Kvbasa (H S) and mean of scores students were used as a criterion for assessing academic performance. The validity and reliability of these two questionnaires have been investigated and confirmed in previous studies. Data were analyzed by SPSS software using descriptive and inferential statistics including correlation coefficient and multiple regression analysis. The results of correlation coefficient indicated that there was a direct and significant relationship between academic performance with psychological capital and components (self-efficacy, optimism and hope), while there was no significant relationship between academic performance and resilience. On the other hand, there was an inverse and non-significant relationship between academic performance and psychological hardiness. Also, there was no significant relationship between hardiness (commitment, challenge and control) with academic performance. According to regression coefficients, it can be said that only psychological capital has significant predictive power over academic performance. Among the components of hopeful psychological capital, there is a stronger single contribution to predicting academic performance. Thus, in order to improve students' academic performance, it is necessary to develop programs to enhance psychological capital.