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The Influence of Psychological Capital on Academic Engagement among Chinese College Students

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Title: The Influence of Psychological Capital on Academic Engagement among Chinese College Students
Language: English
Authors: Xinyuan Fan (ORCID 0009-0000-0374-0168), Patcharaporn Srisawat (ORCID 0009-0007-6462-4567), Skol Voracharoensri (ORCID 0000-0002-9378-3504)
Source: Journal of Education and Learning (EduLearn). 2026 20(1):307-315.
Availability: Institute of Advanced Engineering and Science. C5 Plumbon, Banguntapan, Yogyakarta, 55198, Indonesia. e-mail: edulearn@uad.ac.id; Web site: http://edulearn.intelektual.org/index.php/EduLearn/
Peer Reviewed: Y
Page Count: 9
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Psychological Characteristics, Learner Engagement, Foreign Countries, Predictor Variables, Universities, Student Attitudes, College Students
Geographic Terms: China
ISSN: 2089-9823
2302-9277
Abstract: The COVID-19 pandemic disrupted education in China, creating uncertainties in students' academic pursuits. This underscores the urgent need for psychological support to address the ongoing impact on college students. This study delves the relationship between psychological capital and academic engagement among Chinese college students, focusing on four components: efficacy, hope, resilience, and optimism. Through proportional stratified sampling and random selection methods, a sample of 270 students from Liupanshui Normal University were selected. The study employed the positive psychological capital questionnaire (PPQ) and a modified version of Schaufeli's Utrecht work engagement scale-student to quantitatively measure psychological capital and academic engagement, analyzed via correlation and regression techniques. Results revealed a significant positive correlation between psychological capital and academic engagement. Among the components, hope was the strongest predictor of academic engagement, followed by efficacy as the second most influential factor. Resilience and optimism did not significantly predict academic engagement. These findings highlight the importance of hope and efficacy in enhancing students' academic involvement, suggesting targeted psychological support could improve engagement. The study contributes to understanding the specific roles of psychological capital components in academic contexts, offering practical insights for educators.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1495377
Database: ERIC
FullText Text:
  Availability: 0
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  Data: The Influence of Psychological Capital on Academic Engagement among Chinese College Students
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Xinyuan+Fan%22">Xinyuan Fan</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0000-0374-0168">0009-0000-0374-0168</externalLink>)<br /><searchLink fieldCode="AR" term="%22Patcharaporn+Srisawat%22">Patcharaporn Srisawat</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0007-6462-4567">0009-0007-6462-4567</externalLink>)<br /><searchLink fieldCode="AR" term="%22Skol+Voracharoensri%22">Skol Voracharoensri</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9378-3504">0000-0002-9378-3504</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Education+and+Learning+%28EduLearn%29%22"><i>Journal of Education and Learning (EduLearn)</i></searchLink>. 2026 20(1):307-315.
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  Data: Institute of Advanced Engineering and Science. C5 Plumbon, Banguntapan, Yogyakarta, 55198, Indonesia. e-mail: edulearn@uad.ac.id; Web site: http://edulearn.intelektual.org/index.php/EduLearn/
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  Data: Y
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  Data: 9
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  Data: 2026
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Psychological+Characteristics%22">Psychological Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Predictor+Variables%22">Predictor Variables</searchLink><br /><searchLink fieldCode="DE" term="%22Universities%22">Universities</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink>
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  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22China%22">China</searchLink>
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  Data: 2089-9823<br />2302-9277
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The COVID-19 pandemic disrupted education in China, creating uncertainties in students' academic pursuits. This underscores the urgent need for psychological support to address the ongoing impact on college students. This study delves the relationship between psychological capital and academic engagement among Chinese college students, focusing on four components: efficacy, hope, resilience, and optimism. Through proportional stratified sampling and random selection methods, a sample of 270 students from Liupanshui Normal University were selected. The study employed the positive psychological capital questionnaire (PPQ) and a modified version of Schaufeli's Utrecht work engagement scale-student to quantitatively measure psychological capital and academic engagement, analyzed via correlation and regression techniques. Results revealed a significant positive correlation between psychological capital and academic engagement. Among the components, hope was the strongest predictor of academic engagement, followed by efficacy as the second most influential factor. Resilience and optimism did not significantly predict academic engagement. These findings highlight the importance of hope and efficacy in enhancing students' academic involvement, suggesting targeted psychological support could improve engagement. The study contributes to understanding the specific roles of psychological capital components in academic contexts, offering practical insights for educators.
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  Data: 2026
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  Data: EJ1495377
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      – Text: English
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      Pagination:
        PageCount: 9
        StartPage: 307
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      – SubjectFull: Psychological Characteristics
        Type: general
      – SubjectFull: Learner Engagement
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Predictor Variables
        Type: general
      – SubjectFull: Universities
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      – SubjectFull: Student Attitudes
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      – SubjectFull: College Students
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      – SubjectFull: China
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      – TitleFull: The Influence of Psychological Capital on Academic Engagement among Chinese College Students
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