Pengaruh Modal Psikologi Ke Atas Pencapaian Pelajar Institusi Pengajian Tinggi Awam

Beddu Salam Baco; Mohd. Nazri Ismail

doi:10.51200/jpks.v2i1.6762

Authors

Beddu Salam Baco
Mohd. Nazri Ismail

DOI:

https://doi.org/10.51200/jpks.v2i1.6762

Keywords:

modal psikologi, pencapaian akademik, prestasi umum

Abstract

Modal psikologi terdiri daripada keyakinan diri, harapan, optimis dan ketahanan didapati mempunyai pengaruh ke atas pencapaian seseorang. Modal psikologi adalah konstruk tahap tinggi yang diaplikasikan dalam konteks pekerjaan diandaikan mempengaruhi prestasi di tempat kerja. Kajian ini memanjangkan konsep modal psikologi dalam latar akademik. Tujuan kajian ini adalah menyediakan bukti empirik pengaruh modal psikologi ke atas pencapaian pelajar prasiswazah institusi pengajian tinggi awam. Kajian dijalankan ke atas individu sebagai unit analisis. Seramai 400 orang pelajar prasiswazah institusi pengajian tinggi awam di Sabah, Malaysia telah terlibat dalam kajian ini. Psychological Capital Questionnaire (PCQ) telah digunakan untuk mengumpul data. Analisis regresi digunakan untuk menguji pengaruh antara pembolehubah. Keputusan kajian menunjukkan modal psikologi mempunyai pengaruh positif ke atas prestasi umum tetapi tidak ada pengaruh ke atas pencapaian akademik.

Author Biographies

Beddu Salam Baco

Unit Penyelidikan Psikologi dan Kesihatan Sosial
Universiti Malaysia Sabah

Mohd. Nazri Ismail

Unit Penyelidikan Psikologi dan Kesihatan Sosial
Universisti Malaysia Sabah

References

Bakker, A. B., & Schaufeli, W. B. (2008). Positive Organizational Behavior: Engaged employees in flourishing organizations. Journal of Organizational Behavior, 29(2), 147–154.

Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Reports, 84, 191–215.

Bevel, R. K. (2010). The Effects of Academic Optimism on Student Academic Achievement in Alabama. Department of Educational Leadership, Policy, and Technology Studies. The University of Alabama.

Buric, I., & Soric, I. (2012). The Role of Test Hope and Hopelessness in Self-regulated Learning: Relations Between Volitional Strategies, Cognitive Appraisal and Academic Achievement. Learning and Individual Differences, 22, 523–529.

Curry, L. A., Snyder, C. A., Cook, D. L, Ruby, B. C., & Rehm, M. (1997). Role of Hope in Academic and Sport Achievement. Journal of Personality & Social Psychology, 73, 1257–1267.

Duckworth, A. L., Steen, T. A., & Seligman, M. E. P. (2005). Positive Psychology in Clinical Practice. Annual Reviews of Clinical Psychology, 1, 629–651.

El-Anzi, F. O. (2005). Academic achievement and its relationship with anxiety, self-esteem, optimism and pessimism in Kuwaiti students. Social Behavior and Personality, 33, 95–104.

Feldman, D. B., & Kubota, M. (2015). Hope, self-efficacy, optimism, and academic achievement: Distinguishing constructs and levels of specificity in predicting college grade-point average. Learning and Individual Differences, 37, 210–216.

Kline, R. B. (1998). Principle and Practice of Structural Modeling. New York: Guilford Press.

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, 41–67.

Luthans, F., Avolio, B., Avey, J. B., & Norman, S. M. (2007a). Psychological capital: Measurement and relationship with performance and job satisfaction. Personnel Psychology, 60(3), 541–572.

Luthans, F., Avolia, B., Walumbwa, F., & Li, W. (2005). The psychological capital of Chinese workers: Exploring the relationship with performance. Management and Organization Review, 1, 247–269.

Luthans, B. C., Luthans, K. W., & Jensen, S. M. (2012). The impact of bussiness school students’ psychological capital on academic performance. Journal of Education for Bussiness, 87, 253–259.

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.

Luthans, F., Youssef, C. M., & Avolio, B. J. (2007b). Psychological capital: Developing the human competitive edge. Oxford UK: Oxford University Press.

Martin, A. J., & Marsh, H. W. (2008). Academic buoyancy: Towards an understanding of students' everyday academic resilience. Journal of School Psychology, 46, 53–83.

Matrissya, H., & Winny, P. T. (2015). Metacognition toward academic self-efficacy among Indonesian private university scholarship students. Social and Behavioral Sciences, 171, 1075–1080.

Muhammed, Y. (2011). The impact of self-efficacy, achievement motivation, and self-regulated learning strategies on students’ academic achievement. Social and Behavioral Sciences, 15, 2623–2623.

Rand, K. L, Martin, A. D., & Shea, A. M. (2011). Hope, but not optimism, predicts academic performance of law students beyond previous academic achievement. Journal of Research in Personality, 45, 683–686.

Seligman, M. (2002). Positive emotions undo negative ones. Authentic Happiness. New York: Simon & Schuster.

Singh, I., & Jha, A. (2013). Anxiety, optimism and academic achievement among students of private medical and engineering colleges: A compartive Study. Journal of Educational and Developmental Psychology, 3(1), 222–233.

Siti Habsah Harun. (2014). Terjemahan, Kesahan dan Ciri-ciri Psikometrik Skala Psychological Capital Questionnaire (PCQ) Versi Bahasa Malaysia. Latihan Ilmiah. Fakulti Psikologi dan Pendidikan, Universiti Malaysia Sabah.

Snyder, C.R. (1994). The Psychology of Hope. New York: Free Press.

Suvi, N., Elina, K., & Kirsti, L. (2015). Sense of competence and optimism as resources to promote academic engagement. Social and Behavioral Sciences, 171, 1017–1026.