Psychological capital and performance among undergraduate students: the role of meaning-focused coping and satisfaction

ABSTRACT

This study explores the predictive relationships between psychological capital (PsyCap), meaning-focused coping, satisfaction and performance among undergraduate students. Six hundred and eighty two (n = 682) college students from 29 different academic programmes completed an academic well-being survey, which included measures of PsyCap, coping strategies, and academic satisfaction (time 1). Performance data was collected five months later (time 2), at the end of the year. Path analysis results provided support for a sequential mediation model where PsyCap was directly related to performance, and indirectly related to performance through meaning-focus coping and satisfaction. In addition, PsyCap was directly associated with satisfaction, highlighting the importance of this psychological construct in academic settings. Understanding the role that meaning-focused coping and satisfaction play in the relationship between psychological capital and performance may be useful for scholars and lecturers to design optimal evidenced-based interventions to increase both well-being and academic achievement.

KEYWORDS:

• Psychological capital
• meaning-focused coping
• satisfaction
• performance

Acknowledgements

We wish to thank the reviewers for their fruitful comments and feedback. We feel that they improved the manuscript.

Disclosure statement

No potential conflict of interest was reported by the authors.

ORCID

Alberto Ortega-Maldonado http://orcid.org/0000-0003-0306-2963

Marisa Salanova http://orcid.org/0000-0001-7873-7078

Additional information

Funding

This work was supported by Generalitat Valenciana [grant number #PROMETEO/2013/025]; Universitat Jaume I [grant number #P11B2014-40].