Structural model of perceived competence based on psychological capital in students: The mediating role of academic optimism

Document Type : Research

Authors

1 Assistant Professor, Faculty of Educational sciences and Psychology, Payame Noor University, Tehran, Iran.m.mashalpour@pnu.ac.ir

2 MA of general psychology, Faculty of Educational sciences and Psychology, Islamic Azad University, Ahvaz Branch, Iran

10.30473/etl.2025.73446.4330

Abstract

The aim of the present study was to investigate the structural relationships of perceived competence based on psychological capital with the mediating role of academic optimism in students. The research design was descriptive-correlational and the statistical population was all female students of the first high school of Khorramshahr city in the academic year 1402-1403, which was 696 people. 252 students were selected using multi-stage cluster random sampling. For data collection, Harter's perceived competence questionnaire (1982), Luthans et al.'s psychological capital (2007) and Shannon-Moran et al.'s academic optimism (2013) were used. Data analysis was performed using descriptive, inferential statistics and path analysis and with SPSS-27 and AMOS-25 software. The findings of the study showed that the causal relationship model between the aforementioned variables had an acceptable fit and that psychological capital had a significant indirect relationship with perceived competence through the mediating role of academic optimism (β = 0.576, p < 0.01). Also, the path between psychological capital and academic optimism (β = 0.306, p < 0.01) and the path between academic optimism and perceived competence (β = 0.524, p < 0.01) were significant, but the path between psychological capital and perceived competence (β = 0.052, p > 0.05) was not significant. Based on the findings of this study, it can be concluded that the structural relationship model between psychological capital and perceived competence through the mediating role of academic optimism has a favorable fit.

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