Volume 6, Issue 2 (June 2024)
IEEPJ 2024, 6(2): 433-446 |
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Mirsolymani Z, Mirsolymani L, Keshavarz R, Farahmandgharbi V, Shirvani E. (2024). Predicting the Academic Performance of Primary School Students based on Psychological Capital and Job Satisfaction of Teachers. IEEPJ. 6(2), 433-446.
URL: http://ieepj.hormozgan.ac.ir/article-1-689-en.html
URL: http://ieepj.hormozgan.ac.ir/article-1-689-en.html
Zahra Mirsolymani1 
, Leila Mirsolymani2 , Roghayeh Keshavarz1 , Vajihe Farahmandgharbi3 , Ebrahim Shirvani *4
, Leila Mirsolymani2 , Roghayeh Keshavarz1 , Vajihe Farahmandgharbi3 , Ebrahim Shirvani *4
1- Ma in Educational Psychology, Marvdasht Branch, Islamic Azad University, Marvdasht, Iran
2- Expert in Theology and Education of Qur'anic and Hadith Sciences, Eghlid Branch, Islamic Azad University, Eghlid, Iran
3- Expert Of Accounting, Khafr Branch, Islamic Azad University, Khafr, Iran
4- Ma in Family Counseling, Allameh Tabatabai University, Tehran, Iran ,Shiroebrahim.69@gmail.com
2- Expert in Theology and Education of Qur'anic and Hadith Sciences, Eghlid Branch, Islamic Azad University, Eghlid, Iran
3- Expert Of Accounting, Khafr Branch, Islamic Azad University, Khafr, Iran
4- Ma in Family Counseling, Allameh Tabatabai University, Tehran, Iran ,
Abstract: (2062 Views)
Objective: Students' academic performance as a cognitive-emotional process is influenced by a wide range of positive psychology variables. The present study was conducted with the aim of investigating the role of psychological capital and teachers' job satisfaction as positive psychological constructs on the academic performance of elementary school students.
Methods: This study adopted a descriptive-correlation research design. Two hundred participants were chosen through multi-stage cluster sampling from the pool of elementary school teachers in Euclid city. They were tasked with completing the psychological capital questionnaires developed by Lutans et al. (2007) and the Minnesota job satisfaction-short form (1967). The data was analyzed using step-by-step multiple regression analysis in SPSS version 25 software.
Results: Results revealed that all components of psychological capital - hope, resilience, optimism, and self-efficacy - exhibited significant correlations with students' academic performance. Additionally, three components of teachers' job satisfaction - satisfaction with advancement opportunities, organizational climate, and leadership style - were found to directly correlate with students' academic performance.
Conclusions: These findings have implications for preventive strategies and effective interventions to address academic challenges in educational programs, particularly for professionals such as educational psychologists and school counselors operating within the realm of education.
Methods: This study adopted a descriptive-correlation research design. Two hundred participants were chosen through multi-stage cluster sampling from the pool of elementary school teachers in Euclid city. They were tasked with completing the psychological capital questionnaires developed by Lutans et al. (2007) and the Minnesota job satisfaction-short form (1967). The data was analyzed using step-by-step multiple regression analysis in SPSS version 25 software.
Results: Results revealed that all components of psychological capital - hope, resilience, optimism, and self-efficacy - exhibited significant correlations with students' academic performance. Additionally, three components of teachers' job satisfaction - satisfaction with advancement opportunities, organizational climate, and leadership style - were found to directly correlate with students' academic performance.
Conclusions: These findings have implications for preventive strategies and effective interventions to address academic challenges in educational programs, particularly for professionals such as educational psychologists and school counselors operating within the realm of education.
Type of Study: Original |
Subject:
Educational Psychology
Received: 2023/04/12 | Accepted: 2023/09/1 | Published: 2024/06/1
Received: 2023/04/12 | Accepted: 2023/09/1 | Published: 2024/06/1
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