The relationship between students’ psychological capital, social-contextual factors and study-related outcomes – an empirical study from higher education in Norway

Abstract

Purpose

This study aims to examine the relationships between students’ psychological capital (PsyCap), social-contextual factors and study-related outcomes. Social-contextual factors are represented by two education-related variables: academic support and peer support. Three study-related outcome variables are included, namely, study engagement, academic performance and student well-being.

Design/methodology/approach

Students from different higher education campuses and academic programs in Norway participated.

Findings

PsyCap is directly related to the three study-related outcome variables. The relationship between PsyCap and academic performance is mediated by study engagement. The two social-contextual factors (academic support and peer support) are both related to PsyCap. Finally, PsyCap also mediated the relationship between the two social-contextual factors and the three study-related outcome variables.

Research limitations/implications

Overall, the findings reveal that PsyCap has a key role in all study-related outcomes. Accordingly, managers of higher education institutions should take students’ PsyCap seriously and seek ways to intervene and manage the different resources embraced in the concept of PsyCap.

Originality/value

This study contributes to a relatively new but seemingly growing area of research in educational management, focusing on the role of student PsyCap.

Citation

Slåtten, T., Lien, G., Batt-Rawden, V.H., Evenstad, S.B.N. and Onshus, T. (2023), "The relationship between students’ psychological capital, social-contextual factors and study-related outcomes – an empirical study from higher education in Norway", International Journal of Quality and Service Sciences, Vol. 15 No. 1, pp. 17-33. https://doi.org/10.1108/IJQSS-11-2021-0160