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Showing 4 results for Psychological Capital
Predicting Students’ Coronavirus Anxiety and Health-Oriented Behaviors (Observance of Health Protocols) Based on the Components of Psychological Capital
Dr. Sahar Jahanbakhsh Ganjeh, Dr. Parisa Abdolrezapour,
Volume 5, Issue 4 (12-2023)
Abstract
Objective: This descriptive-correlational study aimed to predict students' coronavirus anxiety and health-oriented behaviors (observance of health protocols) based on the components of psychological capital.
Methods: The statistical population included university students coming from two public universities in south of Iran, 154 of whom were recruited as the sample of the study. The data gathering procedure was done through Google forms, the links of which were shared with the participants through WhatsApp. Corona Disease Anxiety Scale (CDAS) and Luthans’s (2017) Psychological Capital Questionnaire were used as the main instruments and the collected data were analyzed by Pearson Correlation, simple, and multiple regression analysis.
Results: It was found that the higher the amount of psychological capital and its components in individuals, the more health-oriented behaviors (adherence to health protocols) and the less coronavirus anxiety in students. The obtained results also showed that students’ health-oriented behaviors (wearing masks, hygienic hand disinfection, and social distancing practices) were strongly correlated with psychological capital and its components as well as their perceived coronavirus anxiety.
Conclusions: According to the results of this study, it is recommended to hold training courses to promote psychological capital to increase health-oriented behaviors and reduce anxiety induced by such pandemics.

Predicting the Academic Performance of Primary School Students based on Psychological Capital and Job Satisfaction of Teachers
Mrs Zahra Mirsolymani, Mrs Leila Mirsolymani, Mrs Roghayeh Keshavarz, Mrs Vajihe Farahmandgharbi, Mr. Ebrahim Shirvani,
Volume 6, Issue 2 (6-2024)
Abstract
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.

Comparative Analysis of Psychological Capital Programs and Positive Thinking Strategies on Academic Adjustment and Academic Burnout in Male Students with Academic Procrastination
Mr Kamal Zarezadeh, Dr Nasser Behroozi, Dr Manijeh Shehni Yailagh, Dr Alireza Hajiyakhchali,
Volume 6, Issue 3 (9-2024)
Abstract
Objective: The current investigation was undertaken to evaluate the comparative impacts of instructional programs addressing psychological capital and Positive Thinking Strategies on the academic adjustment and academic burnout of male students exhibiting academic procrastination.
Methods: The research design employed was quasi-experimental in nature, comprising two experimental cohorts and one control group. The target demographic consisted of male students from a single high school, which was selected randomly from a total of four high schools located in Khormoj (Iran) in the year 2023. Of the 207 students enrolled in the institution, 94 were identified as experiencing academic procrastination, from which 60 were randomly chosen and subsequently divided into three groups of 20 participants each. The two experimental cohorts underwent eight instructional sessions, while the control cohort did not receive any instructional intervention. All three groups completed the academic adjustment assessment developed by Sinha and Sing, as well as the academic burnout evaluation created by Brusso, as both pre-tests and post-tests. To analyze the collected data, both multivariate and univariate analysis of covariance, along with the Bonferroni paired comparison test, were employed.
Results: The findings indicated that both intervention strategies exerted a statistically significant influence on academic adjustment and academic burnout, with the Bonferroni test revealing that the psychological capital program exhibited greater efficacy than the positive thinking approach.
Conclusions: Based on the research outcomes, it is suggested that the aforementioned interventions may serve as effective methodologies for counselors and psychologists aiming to mitigate academic burnout and enhance academic adjustment among students prone to academic procrastination.

Mediating Role of Social Competence in the Relationship between Tendency to Cosmetic Surgery and Psychological Capital in Women Applying for Cosmetic Surgery
Naghmeh Malekmohammadi, Sara Hashemi, Javad Rahmati,
Volume 6, Issue 3 (9-2024)
Abstract
Objective: The objective of the present study was to examine the mediating function of social competence within the association between the inclination towards cosmetic surgery and psychological capital among women seeking cosmetic surgical procedures.
Methods: The methodological approach employed was a descriptive correlational design predicated on structural equation modeling. The statistical population encompassed all women who sought cosmetic surgery at cosmetic surgery centers located in Tehran (specifically regions 1, 2, 3, and 6) during the year 2023, from which a sample of 285 individuals was purposefully selected in accordance with predefined entry and exit criteria. For the purpose of data collection, the questionnaires devised by Etemadifard and Amani (2013) regarding the propensity for cosmetic surgery, Luthans et al. (2007) pertaining to psychological capital, and Felner (1990) concerning social competence were utilized; furthermore, the regression analysis technique was employed for data evaluation utilizing SPSS28 software.
Results: The results indicated that the coefficient associated with the indirect effect of psychological capital on the inclination towards cosmetic surgery, mediated by social competence, was statistically significant (p<0.05). Consequently, it may be inferred that individuals possessing higher levels of psychological capital exhibit a reduced tendency towards cosmetic surgery, with social competence serving as a crucial mediator in mitigating this inclination.
Conclusions: Consequently, the outcomes of this research may assist policymakers, scholars, and practitioners within the realms of health and psychology in formulating effective strategies aimed at diminishing the propensity for cosmetic surgery while enhancing the mental and physical well-being of individuals.

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