Culminating Project Title
Date of Award
Culminating Project Type
Industrial/Organizational Psychology: M.S.
College of Liberal Arts
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Keywords and Subject Headings
Psychological Capital, Work-school facilitation, Work-school conflict, Academic Performance, Study Engagement
This research study is interested in further understanding the predictor variables of psychological capital, work-school facilitation, and work-school conflict and their relationship to academic outcomes and study engagement. Specifically, this research explores the moderating effects of psychological capital on the relationship between work-school facilitation, work-school conflict and school performance and study engagement. Previous research has concluded that psychological capital is related to academic performance (Luthans, Luthans, & Jensen, 2012). Further, work-school facilitation and work-school conflict have been found to be related to study engagement (Butler, 2007). It is therefore hypothesized that psychological capital could potentially reduce the negative impact that work-school conflict has on academic performance. Also, psychological capital could potentially act as an amplifier between the already established positive relationship between work-school facilitation and study engagement. The results have implications for the university setting, suggesting that increasing psychological capital and improving the congruence between the work and school-work roles can lead to an increase in academic performance among university students.
Koperski, Lucas G., "The Moderating Effects of Psychological Capital on the Relationship Between Work-School Facilitation and Work-School Conflict and Student Study Engagement and Performance" (2017). Culminating Projects in Psychology. 5.