Document Type : Research Article
Authors
Abstract
Develomental assets consist of opportunity, values and skills that increase adolescents' achievements at school and result in reduction of risky behaviors and play a protective role in psychological well-being. Current study aims to review mediating role of psychological capital in relationship between developmental assets and academic achievements. For this purpose, 463 students (junior and senior high-school) of Bushehr city (259 boys and 204 girls) were selected by cluster sampling method and they responded to Developmental Assets Scale of Minnesota and Psychological Capital Scale of Luthans. Structural equation modeling was used and the results of analyzing data indicated that there was a meaningful and positive relationship between psychological capital and developmental assets. Also, meaningful relationship between psychological capital and educational achievements, mediated by developmental assets was obtained. The results of structural equation modeling suggests that the model fitted the data. With regard to these findings, it can be said that psychological capital has a mediating role in the relationship between developmental assets and educational achievements. Accordingly, with regard to such variables as developmental assets and increase of psychological capital, the rate of students' academic achievements could be increased.
Keywords
دهقان حصار، مهناز (1391). رابطه‌ی سرمایه‌های تحولی و خودتنظیم با هویت اخلاقی در دانش‌آموزان دختر پایه اول دبیرستان. پایان نامه کارشناسی ارشد، دانشکده روان‌شناسی، دانشگاه تهران.
شریف موسوی، فاطمه (1393). رابطه‌ی سرمایه‌های تحولی و درگیری تحصیلی با نقش واسطه‌ای تاب‌آوری تحصیلی. پایان‌نامه کارشناسی ارشد، دانشکده روان‌شناسی، دانشگاه تهران.
محسنی، نیکچهره (1392). نظریه‌ها در روان‌شناسی رشد. تهران: انتشارات جاجرمی.
Alvarado, M. (2009). The confluence of developmental assets, ethnic identity, and acculturative stress on thriving of a predominately Hispanic adolescent population (Doctoral dissertation, Texas A & M University-corpus Christi).
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
Belsky, J., & Cassidy, J. (1994). Attachment: Theory and evidence. M. Rutter, & D. Hay (Eds.), Development through life: A handbook for clinicians (373-402).
Benson, P. L. (1998). Mobilizing communities to promote developmental assets: A promising strategy for the
Benson, P. L., Leffert, N., Scales, P. C., & Blyth, D. A. (1998). Beyond the “Village” Rhetoric: Creating Healthy Communities for Children and Adolescents. Applied Developmental Science, 2 (3), 138–159.
Benson, P. L., Scales, P. C., & Syvertsen, A. K. (2011). The contribution of the developmental assets framework to positive youth development theory and practice. Advances in Child Development and Behavior, 41, 197-230.
Benson, P. L., Scales, P. C., Hamilton, S. F., & Semsa, A., Jr. (2006). Positive Youth Development: Theory, Research, and Applications. In R. M. Lerner (Ed.). Handbook of Child Psychology, Hoboken, NJ: Wiley.
Benson, P. L., Scales, P. C., Leffert, N., & Roehlkepartain, E. C. (1999). A fragile foundation: The state of developmental assets among American youth. Search Institute, 700 S. Third St., Suite 210, Minneapolis, MN 55415-1138.
Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Cambridge, MA: Harvard University Press.
Chan, D. W. (2008). Teacher self‐efficacy and successful intelligence among Chinese secondary school teachers in Hong Kong. Educational Psychology, 28 (7), 735-746.
Chemers, M., Hu, L., & Garcia, B. (2001). Academic self-efficacy and firstyear college student performance and adjustment. Journal of Educational Psychology, 93, 55–64.
Curry, L. A., Snyder, C. R., Cook, D. L., Ruby, B. C., & Rehm, M. (1997). Role of hope in academic and sport achievement. Journal of Personality and Social Psychology, 73 (6), 1257.
Developmental assets: A portrait of your youth. (2001). Minneapolis: Search Institute (1999–2000 school year aggregate database).
Gerdes, H., & Mallinckordt, B. (1994). Emotional, social and academic adjustment of college student: A longitudinal study of retention. Journal of Counseling & Development, 72 (3), 281- 288.
Greenberg, M. T., Weissberg, R. P., O'Brien, M. U., Zins, J. E., Fredericks, L., Resnik, H., & Elias, M. J. (2003). Enhancing school-based prevention and youth development through coordinated social, emotional, and academic learning. American psychologist, 58 (6-7), 466.
Greene, B. A., Miller, R. B., Crowson, H. M., Duke, B. L., & Akey, K. L. (2004). Predicting high school students' cognitive engagement and achievement: Contributions of classroom perceptions and motivation. Contemporary Educational Psychology, 29 (4), 462-482.
Hanson, T. L., Austin, G., & Lee-Bayha, J. (2003). Student health risks, resilience, and academic performance. Los Alamitos, CA: WestEd.
Honora, P. A. (2008). Future Time Perspective Hope and Ethnic Identity among African American Adolescents, Urban Education, 43 (3), 347-360.
Hoy, W. K., Tarter, C. J., & Hoy, A. W. (2006). Academic optimism of schools: A force for student achievement. American Educational Research Journal, 43 (3), 425-446.
Jackson, C. (2010). A Study of the Relationship between the Developmental Assets Framework and the Academic Success of At-Risk Elementary to Middle School Transitioning Students. ProQuest LLC. 789 East Eisenhower Parkway, PO Box 1346, Ann Arbor, MI 48106.
Koerner, A. F., & Fitzpatrick, M. A. (2002). Toward a theory of family communication. Communication Theory, 12 (1), 70-91.
Ladd, G. W., & Dinella, L. M. (2009). Continuity and change in early school engagement: Predictive of children's achievement trajectories from first to eighth grade?. Journal of Educational Psychology, 101 (1), 190.
Lerner, R. M., Lerner, J. V., De Stefanis, I., & Apfel, A. (2001). Understanding Developmental Systems in Adolescence Implications for Methodological Strategies, Data Analytic Approaches, and Training. Journal of Adolescent Research, 16 (1), 9-27.
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.
Luthans, F. (2002). The need for and meaning of positive organizational behavior. Journal of Organizational Behavior, 23 (6), 695-706.
Luthans, F., Youssef, C. M., & Avolio, B. J. (2007). Psychological capital: Developing the human competitive edge. Oxford University 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 (1), 41-67.
Luthans, F., Avolio, B. J., Avey, J. B., & Norman, S. M. (2006). psychological capital: Measurement and relationship with performance and satisfaction (Working Paper No. 2006-1).
Martin, A., & Marsh, H. (2008). Academic buoyancy: Towards an understanding of students’ everyday academic resilience. Journal of School Psychology, 46, 53–83.
Onwuegbuzie, A. J., & Snyder, C. R. (2000). Relations between Hope and Graduate Students' Coping Strategies for Studying and Examination-taking. Psychological Reports, 86 (3), 803-806.
Pajares, F. (1997). Current directions in self-efficacy research. Advances in Motivation and Achievement, 10 (149), 1-49.
Pajares, F., & Graham, L. (1999). Self-efficacy, motivation constructs, and mathematics performance of entering middle school students. Contemporary Educational Psychology, 24 (2), 124-139.
Pajares, F., & Miller, M. D. (1997). Mathematics self-efficacy and mathematical problem solving: Implications of using different forms of assessment. The Journal of Experimental Education, 65 (3), 213-228.
Parker, S. K. (1998). Enhancing role breadth self-efficacy: the roles of job enrichment and other organizational interventions. Journal of Applied Psychology, 83 (6), 835.
Patrick, H., Ryan, A. M., & Kaplan, A. (2007). Early adolescents' perceptions of the classroom social environment, motivational beliefs, and engagement. Journal of Educational Psychology, 99 (1), 83.
Peterson, C., & Steen, T. A. (2002). Optimistic explanatory style. Handbook of Positive Psychology, 244-256.
Rak, C. F., & Patterson, L. E. (1996). Promoting resilience in at‐risk children. Journal of Counseling & Development, 74 (4), 368-373.
Scales, P. C., & Taccogna, J. (2001). Developmental assets for success in school and life. The Education Digest, 66 (6), 34.
Scales, P. C., Benson, P. L., Roehlkepartain, E. C., Sesma, A., & van Dulmen, M. (2006). The role of developmental assets in predicting academic achievement: A longitudinal study. Journal of Adolescence, 29 (5), 691-708.
Scales, P., Sesma, A., & Bolstrom, B. (2004). Coming into their own: How developmental assets promote positive growth in middle childhood. Search Institute.
Scheier, M. F., & Carver, C. S. (1985). Optimism, coping, and health: assessment and implications of generalized outcome expectancies. Health psychology, 4 (3), 219. Seligman, M. E. (1998). Learned optimism. New York: Pocket.
Seligman, M. E. (1998). Learned optimism. New York: Pocket.
Seligman, M. E., & Csikszentmihalyi, M. (2000). Positive psychology: An introduction (55 (1), 5). American Psychological Association.
Smith, P. A., & Hoy, W. K. (2007). Academic optimism and student achievement in urban elementary schools. Journal of Educational Administration, 45 (5), 556-568.
Snyder, C. R. (Ed.). (2000). Handbook of hope: San Diego. Academic press.
Snyder, C. R., Irving, L., & Anderson, J. R. (1991). Hope and health-Measuring the will and ways In CR Snyder & DR Forsyth (Eds.), Handbook of Social and Clinical Psychology the Health Perspective (285-305).
Snyder, C. R., Sympson, S. C., Ybasco, F. C., Borders, T. F., Babyak, M. A., & Higgins, R. L. (1996). Development and validation of the State Hope Scale. Journal of Personality and Social Psychology, 70 (2), 321.
Stajkovic, A. D., & Luthans, F. (1998). Social cognitive theory and self-efficacy: Going beyond traditional motivational and behavioral approaches. Organizational Dynamics, 26 (4), 62-74.
The Collaborative for Search Institute. (2005). Developmental assets profile user manual. Minneapolis, MN: Search Institute.
Tschannen-Moran, M., Bankole, R.A., Mitchell, R.M. & Moore J.r, D.M. (2013). Student academic optimism: A confirmatory factor analysis. Journal of Educational Administration, 51 (2), 150- 175.
Tsouloupas, C. N., Carson, R. L., Mattews, R., Grawitch, M. J., & Barber, L. K. (2010). Exploring the association between teachers' perceived student misbehavior and emotional exhaustion: The importance of teacher efficacy beliefs and emotion regulation. Educational Psychology, 30 (2), 173-189.
Van Leuven, M. C. Post, W. M., Van Aback, W. F., Vander Worde, H. V. Groote, S. Lindeman, E. (2010). Social Support and Life Satisfaction in Spinal Code Injury During and up to One Year after Inpatient Rehabilitation. Journal of Psychology, 3, 265- 271.
Wagnild, G., & Young, H. (1993). Development and psychometric. Journal of Nursing Measurement, 1 (2), 165-178.
Wentzel, K. R. (1998). Social relationships and motivation in middle school: The role of parents, teachers, and peers. Journal of Educational Psychology,2, 202-209.
)