Definition and importance of the psychological capital, its developmental possibilites in the education
Article Sidebar
Published:
Oct 1, 2020
Keywords:
positive psychology, psychological capital, academic performance
Main Article Content
Abstract
With the appearance of positive psychology, interventions aiming individual and social development are gaining more and more importance (Seligman & Csikszentmihalyi, 2000). Psychological capital which originates from the positive organizational behaviour offers a new opportunity to develop through positive education. The components of PsyCap (Psychological Capital), which are self-efficacy, optimism, hope and resilience, are well-known and thoroughly studied concepts and separately have already gained importance in the research of psychological well-being and student achievement. Until now PsyCap as a core construct has only been studied in organizational and higher education environment. Results suggest that PsyCap as a whole, its components strengthening each other has a significant effect on academic and work performance, well-being, satisfaction and the development of psychological resources (Avey et al, 2011; Jafri, 2013).Concurrently, organizational psychology terms (work performance, employee attitudes, positive organizational behaviour and work climate), which can be researched, can be interpreted in a slightly modified way in the field of school psychology as well. Thus the study and the development of PsyCap as a whole would presumably have positive impacts in primary and secondary school as well. In our study, we review the theoretical background and the research results of the psychological capital along with the implementation options for schools. We explain why PsyCap may be greater than the sum of its parts (Luthans et al, 2007a), and how it can be applied in educational practice. At the end of the study we introduce some intervention practices which aim to develop psychological capital. When these practises are adapted in a system oriented manner and matched to learning processes academic performance can be enhanced as well as the psychological well-being of students and teachers.
Downloads
Download data is not yet available.
Article Details
How to Cite
Szabó, R. K., & Fodor, S. (2020). Definition and importance of the psychological capital, its developmental possibilites in the education. Iskolakultúra, 30(10), 65–82. Retrieved from https://ojs.bibl.u-szeged.hu/index.php/iskolakultura/article/view/33979
Issue
Section
Szemle
References
Avey, J. B., Reichard, R. J., Luthans, F. & Mhatre, K. H. (2011). Meta‐analysis of the impact of positive psychological capital on employee attitudes, behaviors, and performance. Human Resource Development Quarterly, 22(2), 127–152. doi: 10.1002/hrdq.20070
Bagdi Bella, Bagdy Emőke & Dobrova Zita (2017). Boldogságóra: kézikönyv pedagógusoknak és szülőknek (6-10 éveseknek). Budapest: Mental Focus.
Bandura, A. (1986). The explanatory and predictive scope of self-efficacy theory. Journal of Social and Clinical Psychology, 4(3), 359–373. https://doi.org/10.1521/jscp.1986.4.3.359
Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28(2), 117–148. DOI: 10.1207/s15326985ep2802_3
Bandura, A. (1994). Self-efficacy. In Ramachaudran, V. S. (szerk.), Encyclopedia of Human Behavior, 4. New York: Academic Press. 71–81.
Bandura, A. (1998). Personal and collective efficacy in human adaptation and change. In Adair, J. G., Belanger, D. & Dion, K. L. (szerk.), Advances in Psychological Science, Vol. 1: Personal, Social and Cultural Aspects. Hove, UK: Psychology Press. 51–71.
Békés Vera (2002). Reziliencia-jelenség avagy az ökologizálódó tudományok tanulságai egy ökologizált episztemológia számára. In Forrai Gábor & Margitay Tihamér (szerk.), Tudomány és történet. Budapest: Typotex. 215–228.
Bernard, M. E. & Walton, K. (2011). The effect of You Can Do It! education in six schools on student perceptions of wellbeing, teaching, learning and relationships. Journal of Student Wellbeing, 5(1), 22–37. DOI: 10.21913/JSW.v5i1.679
Boman, P. & Yates, G. C. R. (2001). Optimism, hostility, and adjustment in the first year of high school. British Journal of Educational Psychology, 71(3), 401–411. https://doi.org/10.1348/000709901158587
Boman, P., Furlong, M. J., Shochet, I., Lillies, E. & Jones, C. (2009). Optimism and the school context. In Furlong, M. J., Gilman, R. & Huebner, S. (szerk.), Handbook of positive psychology in schools. New York: Routledge. 129–170.
Coutu, D. L. (2002). How resilience works. Harvard Business Review, 80(5), 46–50. https://hbr.org/2002/05/how-resilience-works Utolsó letöltés: 2020. 07. 06.
Duckworth, A., Peterson, C., Matthews. M. D. & Kelly, D. R. (2007). Grit: Perseverance and passion for long-term goals. Journal of Personality and Social Psycholog, 92(6), 1087–1101. https://doi.org/10.1037/0022-3514.92.6.1087
Fodor Szilvia & Korényi Róbert (2019). Jóllét és teljesítmény az iskolában – A kibékíthető ellentét. In Polonyi Tünde, Abari Kálmán & Szabó Fruzsina (szerk.), Innováció az oktatásban. Budapest: Oriold és Társai Kiadó. 83–103.
Fodor Szilvia & Molnár Adrienn (2020). Karaktererősségek az iskolában. Fogalmak, jellemzők és a fejlesztésre irányuló intervenciók. Iskolakultúra, 30(4-5), 20–39. https://doi.org/10.14232/ISKKULT.2020.4-5.20
Gilman, R., Dooley, J. & Florell, D. (2006). Relative levels of hope and their relationship with academic and psychological indicators among adolescents. Journal of Social and Clinical Psychology, 25(2), 166–178. https://doi.org/10.1521/jscp.2006.25.2.166
Jafri, H. M. (2013). A study of the relationship of psychological capital and students’ performance. Business Perspectives and Research, 1(2), 9–16. https://doi.org/10.1177/2278533720130202
Luthans, B. C., Luthans, K. W. & Avey, J. B. (2013). Building the leaders of tomorrow: The development of academic psychological capital. Journal of Leadership & Organizational Studies, 21(2), 191–199. https://doi.org/10.1177/1548051813517003
Luthans, B. C., Luthans, K. W. & Jensen, S. M. (2012). The impact of business school students’ psychological capital on academic performance. Journal of Education for Business, 87(5), 253–259. https://doi.org/10.1080/08832323.2011.609844
Luthans, F. & Youssef, C. M. (2004). Human, social, and now positive psychological capital management: Investing in people for competitive advantage. Organizational Dynamics, 33(2), 143–160. https://doi.org/10.1016/j.orgdyn.2004.01.003
Luthans, F. (2002a). The need for and meaning of positive organizational behavior. Journal of Organizational Behavior, 23(6), 695–706. DOI: 10.1002/job.165
Luthans, F. (2002b). Positive organizational behavior: Developing and managing psychological strengths. The Academy of Management Executive, 16(1), 57–72. DOI: 10.5465/AME.2002.6640181
Luthans, F., Avey, J. & Patera, J. (2008). Experimental analysis of a web-based training intervention to develop psychological capital. Academy of Management Learning & Education, 7(2), 209–221. https://doi.org/10.5465/amle.2008.32712618
Luthans, F., Avey, J. B., Avolio, B. J. & Peterson, S. J. (2010). The development and resulting performance impact of positive psychological capital. Human Resource Development Quarterly, 21(1), 41–67. https://doi.org/10.1002/hrdq.20034
Luthans, F., Avey, J., Avolio, B., Norman, S. & Combs, G. (2006). Psychological capital development: Toward a micro-intervention. Journal of Organizational Behavior, 27(3), 387–393. https://doi.org/10.1002/job.373
Luthans, F., Avolio, B. J., Avey, J. B. & Norman, S. M. (2007). Positive psychological capital: Measurement and relationship with performance and satisfaction. Personnel Psychology, 60(3), 541–572. https://doi.org/10.1111/j.1744-6570.2007.00083.x
Luthans, F., Luthans, K. W. & Luthans, B. C. (2004). Positive psychological capital: Beyond human and social capital. Business Horizons, 47(1), 45–50. DOI: 10.1016/j.bushor.2003.11.007
Luthans, F., Norman, S. M., Avolio, B. J. & Avey, J. B. (2008). The mediating role of psychological capital in the supportive organizational climate employee performance relationship. Journal of Organizational Behavior, 29(2), 219–238. https://doi.org/10.1002/job.507
Luthans, F., Youssef, C. M. & Avolio, B. J. (2007). Psychological capital: Developing the human competitive edge. New York: Oxford University Press.
Masten, A. S. (2001). Ordinary magic. Resilience processes in development. American Psychologist, 56(3), 227–38. DOI: 10.1037/0003-066X.56.3.227
Masten, A. S. (2007). Resilience in developing systems: Progress and promise as the fourth wave rises. Development and Psychopathology, 19(3), 921–930. DOI: 10.1017/S0954579407000442
Masten, A. S., Burt, K. B., Roisman, G. I., Obradovic, J., Long, J. D. & Tellegen, A. (2004). Resources and resilience in the transition to adulthood: Continuity and change. Development and Psychopathology, 16(4), 1071–1094. DOI: 10.1017/s0954579404040143
Peters M. L, Flink I. K, Boersma K & Linton S. J. (2010). Manipulating optimism: can imagining a best possible self be used to increase positive future expectancies? The Journal of Positive Psychology, 5(3), 204–211. DOI: 10.1080/17439761003790963
Peterson, C. (2000). The future of optimism. American Psychologist, 55(1), 44–55. https://doi.org/10.1037/0003-066X.55.1.44
Scheier, M. & Carver, C. (1987). Dispositional optimism and physical well-being: The influence of generalized outcome expectancies on health. Journal of Personality, 55(2), 169–210. DOI: 10.1111/j.1467-6494.1987.tb00434.x
Scheier, M. & Carver, C. (1992). Effects of optimism on psychological and physical wellbeing: Theoretical overview and empirical update. Cognitive Therapy and Research, 16(2), 201–228. https://doi.org/10.1007/BF01173489
Schneider, S. L. (2001). In search of realistic optimism. American Psychologist, 56(3), 250–263. https://doi.org/10.1037/0003-066X.56.3.250
Seligman, M. (1998). Learned optimism. New York: Pocket Books.
Seligman, M. E. P., & Csikszentmihalyi, M. (2000). Positive psychology: An introduction. American Psychologist, 55(1), 5–14. https://doi.org/10.1037/0003-066X.55.1.5
Seligman, M. E. P., Ernst, R. M., Gillham, J., Reivich, K. & Linkins, M. (2009). Positive education: positive psychology and classroom interventions. Oxford Review of Education, 35(3), 293–311. DOI: 10.1080/03054980902934563
Seligman, M. E. P., Steen, T. A., Park, N. & Peterson, C. (2005). Positive psychology progress: empirical validation of interventions. American Psychologist, 60(5), 410–421. https://doi.org/10.1037/0003-066X.60.5.410
Shankland, R. & Rosset, E. (2017). Review of brief school-based positive psychological interventions: A taster for teachers and educators. Educational Psychology Review, 29(2), 363–392. https://doi.org/10.1007/s10648-016-9357-3
Skodol, A. E. (2010). The resilient personality. In Reich, J. W, Zautra, A. J. & Hall, J. S. (szerk.), Handbook of adult resilience. New York: The Guilford Press. 112–125.
Snyder, C. R. (2002). Hope theory: Rainbows in the mind. Psychological Inquiry, 13(4), 249–275. https://doi.org/10.1207/S15327965PLI1304_01
Snyder, C. R., Harris, C., Anderson, J. R., Holleran, S. A., Irving, L. M., Sigmon, S. T., Yoshinobu, L., Gibb, J., Langelle, C. & Harney, P. (1991). The will and the ways. Development and validation of an individual-differences measure of hope. Journal of Personality and Social Psychology, 60(4), 570–585. https://doi.org/10.1037/0022-3514.60.4.570
Snyder, C. R., Hoza, B., Pelham, W. E., Rapoff, M., Ware, L., Danovsky, M., Highberger, L., Rubinstein, H. & Stahl, K. J. (1997). The development and validation of the Children’s Hope Scale. Journal of Pediatric Psychology, 22(3), 399–421. DOI: 10.1093/jpepsy/22.3.399
Snyder, C. R., Rand, K. L. & Sigmon, D. R. (2002). Hope theory. In Snyder, C. R. & Lopez, S. (szerk.), Handbook of positive psychology. Oxford: Oxford University Press. 257–276.
Stajkovic, A. (2006). Development of a core confidence higher-order construct. Journal of Applied Psychology, 91(6), 1208–1224. https://doi.org/10.1037/0021-9010.91.6.1208
Szokolszky Ágnes & V. Komlósi Annamária (2015). A „reziliencia-gondolkodás” felemelkedése – ökológiai és pszichológiai megközelítések. Alkalmazott Pszichológia, 15(1), 11–26. DOI: 10.17627/ALKPSZICH.2015.1.11
Wang, J. H., Chen, Y. T. & Hsu, M. H. (2014). A case study on psychological capital and teaching effectiveness in elementary schools. International Journal of Engineering and Technology, 6(4), 331–337. DOI: 10.7763/IJET.2014.V6.722
Waters, L. (2011). A review of school-based positive psychology interventions. The Australian Educational and Developmental Psychologist, 28(2), 75–90. https://doi.org/10.1375/aedp.28.2.75
Zimmerman, B.J., Bandura, A. & Martinez-Pons, M. (1992). Self-motivation for academic achievement: The role of self-efficacy beliefs and personal goal setting. American Educational Research Journal, 29(3), 663–676. https://doi.org/10.3102/00028312029003663
Bagdi Bella, Bagdy Emőke & Dobrova Zita (2017). Boldogságóra: kézikönyv pedagógusoknak és szülőknek (6-10 éveseknek). Budapest: Mental Focus.
Bandura, A. (1986). The explanatory and predictive scope of self-efficacy theory. Journal of Social and Clinical Psychology, 4(3), 359–373. https://doi.org/10.1521/jscp.1986.4.3.359
Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28(2), 117–148. DOI: 10.1207/s15326985ep2802_3
Bandura, A. (1994). Self-efficacy. In Ramachaudran, V. S. (szerk.), Encyclopedia of Human Behavior, 4. New York: Academic Press. 71–81.
Bandura, A. (1998). Personal and collective efficacy in human adaptation and change. In Adair, J. G., Belanger, D. & Dion, K. L. (szerk.), Advances in Psychological Science, Vol. 1: Personal, Social and Cultural Aspects. Hove, UK: Psychology Press. 51–71.
Békés Vera (2002). Reziliencia-jelenség avagy az ökologizálódó tudományok tanulságai egy ökologizált episztemológia számára. In Forrai Gábor & Margitay Tihamér (szerk.), Tudomány és történet. Budapest: Typotex. 215–228.
Bernard, M. E. & Walton, K. (2011). The effect of You Can Do It! education in six schools on student perceptions of wellbeing, teaching, learning and relationships. Journal of Student Wellbeing, 5(1), 22–37. DOI: 10.21913/JSW.v5i1.679
Boman, P. & Yates, G. C. R. (2001). Optimism, hostility, and adjustment in the first year of high school. British Journal of Educational Psychology, 71(3), 401–411. https://doi.org/10.1348/000709901158587
Boman, P., Furlong, M. J., Shochet, I., Lillies, E. & Jones, C. (2009). Optimism and the school context. In Furlong, M. J., Gilman, R. & Huebner, S. (szerk.), Handbook of positive psychology in schools. New York: Routledge. 129–170.
Coutu, D. L. (2002). How resilience works. Harvard Business Review, 80(5), 46–50. https://hbr.org/2002/05/how-resilience-works Utolsó letöltés: 2020. 07. 06.
Duckworth, A., Peterson, C., Matthews. M. D. & Kelly, D. R. (2007). Grit: Perseverance and passion for long-term goals. Journal of Personality and Social Psycholog, 92(6), 1087–1101. https://doi.org/10.1037/0022-3514.92.6.1087
Fodor Szilvia & Korényi Róbert (2019). Jóllét és teljesítmény az iskolában – A kibékíthető ellentét. In Polonyi Tünde, Abari Kálmán & Szabó Fruzsina (szerk.), Innováció az oktatásban. Budapest: Oriold és Társai Kiadó. 83–103.
Fodor Szilvia & Molnár Adrienn (2020). Karaktererősségek az iskolában. Fogalmak, jellemzők és a fejlesztésre irányuló intervenciók. Iskolakultúra, 30(4-5), 20–39. https://doi.org/10.14232/ISKKULT.2020.4-5.20
Gilman, R., Dooley, J. & Florell, D. (2006). Relative levels of hope and their relationship with academic and psychological indicators among adolescents. Journal of Social and Clinical Psychology, 25(2), 166–178. https://doi.org/10.1521/jscp.2006.25.2.166
Jafri, H. M. (2013). A study of the relationship of psychological capital and students’ performance. Business Perspectives and Research, 1(2), 9–16. https://doi.org/10.1177/2278533720130202
Luthans, B. C., Luthans, K. W. & Avey, J. B. (2013). Building the leaders of tomorrow: The development of academic psychological capital. Journal of Leadership & Organizational Studies, 21(2), 191–199. https://doi.org/10.1177/1548051813517003
Luthans, B. C., Luthans, K. W. & Jensen, S. M. (2012). The impact of business school students’ psychological capital on academic performance. Journal of Education for Business, 87(5), 253–259. https://doi.org/10.1080/08832323.2011.609844
Luthans, F. & Youssef, C. M. (2004). Human, social, and now positive psychological capital management: Investing in people for competitive advantage. Organizational Dynamics, 33(2), 143–160. https://doi.org/10.1016/j.orgdyn.2004.01.003
Luthans, F. (2002a). The need for and meaning of positive organizational behavior. Journal of Organizational Behavior, 23(6), 695–706. DOI: 10.1002/job.165
Luthans, F. (2002b). Positive organizational behavior: Developing and managing psychological strengths. The Academy of Management Executive, 16(1), 57–72. DOI: 10.5465/AME.2002.6640181
Luthans, F., Avey, J. & Patera, J. (2008). Experimental analysis of a web-based training intervention to develop psychological capital. Academy of Management Learning & Education, 7(2), 209–221. https://doi.org/10.5465/amle.2008.32712618
Luthans, F., Avey, J. B., Avolio, B. J. & Peterson, S. J. (2010). The development and resulting performance impact of positive psychological capital. Human Resource Development Quarterly, 21(1), 41–67. https://doi.org/10.1002/hrdq.20034
Luthans, F., Avey, J., Avolio, B., Norman, S. & Combs, G. (2006). Psychological capital development: Toward a micro-intervention. Journal of Organizational Behavior, 27(3), 387–393. https://doi.org/10.1002/job.373
Luthans, F., Avolio, B. J., Avey, J. B. & Norman, S. M. (2007). Positive psychological capital: Measurement and relationship with performance and satisfaction. Personnel Psychology, 60(3), 541–572. https://doi.org/10.1111/j.1744-6570.2007.00083.x
Luthans, F., Luthans, K. W. & Luthans, B. C. (2004). Positive psychological capital: Beyond human and social capital. Business Horizons, 47(1), 45–50. DOI: 10.1016/j.bushor.2003.11.007
Luthans, F., Norman, S. M., Avolio, B. J. & Avey, J. B. (2008). The mediating role of psychological capital in the supportive organizational climate employee performance relationship. Journal of Organizational Behavior, 29(2), 219–238. https://doi.org/10.1002/job.507
Luthans, F., Youssef, C. M. & Avolio, B. J. (2007). Psychological capital: Developing the human competitive edge. New York: Oxford University Press.
Masten, A. S. (2001). Ordinary magic. Resilience processes in development. American Psychologist, 56(3), 227–38. DOI: 10.1037/0003-066X.56.3.227
Masten, A. S. (2007). Resilience in developing systems: Progress and promise as the fourth wave rises. Development and Psychopathology, 19(3), 921–930. DOI: 10.1017/S0954579407000442
Masten, A. S., Burt, K. B., Roisman, G. I., Obradovic, J., Long, J. D. & Tellegen, A. (2004). Resources and resilience in the transition to adulthood: Continuity and change. Development and Psychopathology, 16(4), 1071–1094. DOI: 10.1017/s0954579404040143
Peters M. L, Flink I. K, Boersma K & Linton S. J. (2010). Manipulating optimism: can imagining a best possible self be used to increase positive future expectancies? The Journal of Positive Psychology, 5(3), 204–211. DOI: 10.1080/17439761003790963
Peterson, C. (2000). The future of optimism. American Psychologist, 55(1), 44–55. https://doi.org/10.1037/0003-066X.55.1.44
Scheier, M. & Carver, C. (1987). Dispositional optimism and physical well-being: The influence of generalized outcome expectancies on health. Journal of Personality, 55(2), 169–210. DOI: 10.1111/j.1467-6494.1987.tb00434.x
Scheier, M. & Carver, C. (1992). Effects of optimism on psychological and physical wellbeing: Theoretical overview and empirical update. Cognitive Therapy and Research, 16(2), 201–228. https://doi.org/10.1007/BF01173489
Schneider, S. L. (2001). In search of realistic optimism. American Psychologist, 56(3), 250–263. https://doi.org/10.1037/0003-066X.56.3.250
Seligman, M. (1998). Learned optimism. New York: Pocket Books.
Seligman, M. E. P., & Csikszentmihalyi, M. (2000). Positive psychology: An introduction. American Psychologist, 55(1), 5–14. https://doi.org/10.1037/0003-066X.55.1.5
Seligman, M. E. P., Ernst, R. M., Gillham, J., Reivich, K. & Linkins, M. (2009). Positive education: positive psychology and classroom interventions. Oxford Review of Education, 35(3), 293–311. DOI: 10.1080/03054980902934563
Seligman, M. E. P., Steen, T. A., Park, N. & Peterson, C. (2005). Positive psychology progress: empirical validation of interventions. American Psychologist, 60(5), 410–421. https://doi.org/10.1037/0003-066X.60.5.410
Shankland, R. & Rosset, E. (2017). Review of brief school-based positive psychological interventions: A taster for teachers and educators. Educational Psychology Review, 29(2), 363–392. https://doi.org/10.1007/s10648-016-9357-3
Skodol, A. E. (2010). The resilient personality. In Reich, J. W, Zautra, A. J. & Hall, J. S. (szerk.), Handbook of adult resilience. New York: The Guilford Press. 112–125.
Snyder, C. R. (2002). Hope theory: Rainbows in the mind. Psychological Inquiry, 13(4), 249–275. https://doi.org/10.1207/S15327965PLI1304_01
Snyder, C. R., Harris, C., Anderson, J. R., Holleran, S. A., Irving, L. M., Sigmon, S. T., Yoshinobu, L., Gibb, J., Langelle, C. & Harney, P. (1991). The will and the ways. Development and validation of an individual-differences measure of hope. Journal of Personality and Social Psychology, 60(4), 570–585. https://doi.org/10.1037/0022-3514.60.4.570
Snyder, C. R., Hoza, B., Pelham, W. E., Rapoff, M., Ware, L., Danovsky, M., Highberger, L., Rubinstein, H. & Stahl, K. J. (1997). The development and validation of the Children’s Hope Scale. Journal of Pediatric Psychology, 22(3), 399–421. DOI: 10.1093/jpepsy/22.3.399
Snyder, C. R., Rand, K. L. & Sigmon, D. R. (2002). Hope theory. In Snyder, C. R. & Lopez, S. (szerk.), Handbook of positive psychology. Oxford: Oxford University Press. 257–276.
Stajkovic, A. (2006). Development of a core confidence higher-order construct. Journal of Applied Psychology, 91(6), 1208–1224. https://doi.org/10.1037/0021-9010.91.6.1208
Szokolszky Ágnes & V. Komlósi Annamária (2015). A „reziliencia-gondolkodás” felemelkedése – ökológiai és pszichológiai megközelítések. Alkalmazott Pszichológia, 15(1), 11–26. DOI: 10.17627/ALKPSZICH.2015.1.11
Wang, J. H., Chen, Y. T. & Hsu, M. H. (2014). A case study on psychological capital and teaching effectiveness in elementary schools. International Journal of Engineering and Technology, 6(4), 331–337. DOI: 10.7763/IJET.2014.V6.722
Waters, L. (2011). A review of school-based positive psychology interventions. The Australian Educational and Developmental Psychologist, 28(2), 75–90. https://doi.org/10.1375/aedp.28.2.75
Zimmerman, B.J., Bandura, A. & Martinez-Pons, M. (1992). Self-motivation for academic achievement: The role of self-efficacy beliefs and personal goal setting. American Educational Research Journal, 29(3), 663–676. https://doi.org/10.3102/00028312029003663