The Role of Psychological Capital (i.e., Hope, Optimism, Self-efficacy, Resilience) in Student's Academic Commitment

Academic commitment in students is influenced by various psychological factors. In this research, was studied the role of psychological capital (i.e., hope, optimism, self-efficacy, resilience) in students' academic commitment.  

In this correlational study, 300 students from the faculty of humanities in University of Guilan were selected through cluster sampling method in 2017-18 accademic years. In order to collect data were used the Luthans et al Psychological Capital Questionnaire and Human-Vogel and Rabe Academic Commitment Scale. SPSS-23 and Lisrel software were used to calculate the data.

The results of pearson correlation coefficient showed that there is a positive and significant relationship between psychological capital and academic commitment (r=0.426). Also, the results of a significant test of path coefficients showed that the role of psychological capital (hope, optimism, self-efficacy, resiliency) on educational commitment was significant (P≤0.05;t≥1.96), and psychological capital with a coefficient of 0.51 can directly explain 0.26 of the variance of academic commitment.

The present results support the importance of psychological capital in predicting academic commitment in students. Therefore, it seems that in order to increase the academic commitment of students, should be considered the role of predictor variables.