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. 2022 Aug 9:13:920395.
doi: 10.3389/fpsyg.2022.920395. eCollection 2022.

Fostering Academic Engagement in Post-graduate Students: Assessing the Role of Positive Emotions, Positive Psychology, and Stress

Muhammad Shoaib Saleem  1 , Ahmad Shahrul Nizam Isha  1 , Maheen Iqbal Awan  1 , Yuzana Binti Yusop  2 , Gehad Mohammed Ahmed Naji  1
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Free PMC article

Fostering Academic Engagement in Post-graduate Students: Assessing the Role of Positive Emotions, Positive Psychology, and Stress

Muhammad Shoaib Saleem et al. Front Psychol. .
Free PMC article

Abstract

Aim: The current study attempted to assess the effect of positive emotion on post-graduate students' psychological capital (PsyCap) as well as on their academic engagement behavior. Also, the direct relationship between PsyCap and academic engagement behavior was assessed alongside the presence of Stress as a moderating variable between PsyCap and academic engagement behavior amongst post-graduate students in Malaysia.

Materials and methods: A self-administered questionnaire was used for data collection from 373 post-graduate Ph.D. students registered in various universities throughout Malaysia with a non-probabilistic sampling technique. Research respondents belonged to management, humanities, engineering, computer science, and health sciences domains, and they responded through a questionnaire copy. Statistically, structural equation modeling (SEM) was applied to evaluate confirmatory factor analysis (CFA), reliability analysis, validity analysis, measurement model, structural model, and path analysis. Furthermore, the (5000) bootstrapping approach was utilized to test the final model.

Results: For the hypothesized model, our results confirmed that positive emotions had a positive and significant effect on students' psychological capita as well as on their academic engagement behavior. Further, PsyCap also had a positive and significant effect on academic engagement behavior. Our results also reported that stress as a moderating variable has a negative and deteriorating effect on the relationship between PsyCap and the academic engagement of students.

Conclusion: The study's findings support the theoretical assumption that positive emotions help individuals generate cognitive resources, which in turn help them manage their engagement behavioral requirements. However, the stress caused by their study needs may deplete their psychological resources, consequently influencing their academic engagement behavior. Interventions like personal coaching/counseling, appropriate follow-up, and flexible goal settings with other measures may help post-graduate students in achieving their daunting tasks.

Keywords: positive emotions; post-graduate students; psychological capital; stress; study engagement.

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Conflict of interest statement

The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

Figures

FIGURE 1
FIGURE 1
Proposed research framework.
FIGURE 2
FIGURE 2
Moderation/interaction effect of stress between psychological capital (PsyCap) and study engagement.
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