El Capital Psicológico Predice el Bienestar y Desempeño en Estudiantes Secundarios Chilenos

• Marcos Carmona-Halty ^[1] ; José Miguel Villegas-Robertson ^[1]
  1. [1] Universidad de Tarapacá

     Universidad de Tarapacá

     Arica, Chile

     
• Localización: Revista interamericana de psicología = Interamerican journal of psychology, ISSN 0034-9690, Vol. 52, Nº. 3, 2018, págs. 399-409
• Idioma: portugués
• Títulos paralelos:
  • Psychological capital predicts well–being and performancein high school chilean students
• Enlaces
  • Texto completo
• Dialnet Métricas: 2 Citas
• Resumen
  • español

    La investigación previa ha puesto énfasis en examinar el rol del capital psicológico en favorecer diferentes consecuencias positivas en contextos organizacionales. Sin embargo, existe escasa evidencia del rol de este constructo en contextos educativos. El objetivo de la investigación fue examinar el rol predictivo del capital psicológico académico en una serie de indicadores de bienestar y en una medida objetiva de desempeño. Participaron 650 estudiantes secundarios chilenos. A través de modelar por ecuaciones estructurales,se encontró que el capital psicológico académico predice el engagement académico, las emociones positivas vinculadas a los estudios, la satisfacción escolar y el desempeño académico. Se discuten las implicaciones teóricas y prácticas de los resultados obtenidos, se abordan las limitaciones y se proponen direcciones de investigación futura en el contexto escolar

  • English

    Previous research has emphasized the examination of the role of psychological capital in fostering positive consequences in organizational contexts. However, little evidence has been provided about the role played by this construct in educational contexts.The aim of the study was to examine the predictive role of academic psychological capital in a series of indicators of well–beingand an objective measure of performance. Participants were 650 students in Chilean secondary schools. Through the use of structural equations modeling,it was found that academic psychological capital predicts academic engagement, study–related positive emotions, school satisfaction, and academic performance. Theoretical and practical implications of the results are discussed, limitations are addressed, and directions for future research in the school context are proposed

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