چکیده:
In this research, a structural pattern of the relationship between psychological capital components with life satisfaction and academic achievement motivation was implemented among students of Payame Noor University in West Isfahan Province in the winter of 2016 (1395 SH). The research method was correlational, and the statistical population consisted of all 900 students of Payame Noor University in West Isfahan Province in the winter of 2016, from whom 303 were selected using a systematic random sampling method. The research tools were the Psychological Capital Questionnaire (Luthans et al., 2008), the Life Satisfaction Questionnaire (Diener et al., 1985), and the Academic Motivation Scale (AMS) (Vallerand et al., 1992). Data were analyzed using Pearson correlation coefficient and Structural Equation Modeling (SEM). The findings showed that there is a significant positive relationship between the components of psychological capital (self-efficacy, hope, optimism, resilience) and life satisfaction (p < 0.01) and academic achievement (p < 0.01), and a significant positive relationship between life satisfaction and academic achievement motivation. The results obtained from Structural Equation Modeling (SEM) showed that hope has a direct relationship with life satisfaction, and self-efficacy, hope, optimism (life orientation), and resilience have a direct and significant relationship with academic achievement through life satisfaction. Additionally, the results showed that life satisfaction is an intervening variable in the relationship between hope and life satisfaction; in other words, hope exerts part of its effect on academic achievement through life satisfaction.
خلاصه ماشینی:
Research has shown that psychological capital components are related to a variety of functional variables in different situations, such as commitment, satisfaction, anxiety, ability to cope with psychological stress, happiness, and well-being (Peterson & Byron 2007; Avey, Luthans, Smith & Palmer 2010; Ucol-Ganiro 2012; Bayrami, Hashemi, Alizadeh, Daneshfar-Heshmati et al.
Cohn, Fredrickson, Brown, Mikels & Conway 2 (2009), by examining students, showed that positive emotions predict increased resilience and life satisfaction; Kirkcaldy 3 (2004) showed a positive relationship between life satisfaction and academic performance; one of the most important cognitive factors affecting academic achievement is self-efficacy.
Many studies have indicated a positive relationship between self-efficacy beliefs and academic progress (including Linnenbrink & Pintrich 3 2003; Malka & Covington 4 2005; Zimmerman, Bandura, Martinez-Pons 5 1995; Pintrich & De Groot 6 1996; In another study conducted by Shah Sanam Ghaibi and colleagues in 2010 regarding the extent of academic decline and its contributing factors among medical students at Urmia University of Medical Sciences; factors such as lack of class attendance and the long interval between obtaining a high school diploma and university admission were related to academic decline (Ghaibi et al.
In this same direction, the main question of the present research was whether the structural model of the relationship between the components of psychological capital (self-efficacy, hopefulness, resilience, optimism) with life satisfaction and academic achievement motivation among Payame Noor University students has an appropriate fit with the data or not?
Since the main objective of this research was to determine the pattern of the role of psychological capital components (self-efficacy, optimism, hopefulness, and resilience) on life satisfaction and academic achievement motivation, a correlational research method was selected.
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