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ORIGINAL RESEARCH article

Front. Educ.
Sec. Mental Health and Wellbeing in Education
Volume 9 - 2024 | doi: 10.3389/feduc.2024.1493495
This article is part of the Research Topic Psychoeducational Approaches to Mental Health for Educators and Students View all 7 articles

School Factors and Academic Achievement of Primary Students in Dujiangyan, China: Psychological Capital as a Mediator

Provisionally accepted
YUWEI MA YUWEI MA 1*Boon Keat Ooi Boon Keat Ooi 2
  • 1 Graduate School of Management, Management and Science University, Shah Alam, Malaysia
  • 2 School of Education and Social sciences, Management and Science University, Shah Alam, Selangor Darul Ehsan, Malaysia

The final, formatted version of the article will be published soon.

    School factors represent a significant variable that exerts a profound influence on student academic achievement (AA). The construction and development of psychological capital (PsyCap) theory has led to the realization that PsyCap is an important factor influencing student AA. This study aimed to investigate the effect of non-physical school factors, namely school satisfaction (SS), teacher support (TS) and teacher-student relationship (TSR), on student AA through their PsyCap. Adopting a quantitative research methodology based on positivist research concepts, the study analyzed the data using SPSS 27 and Amos 27. The findings indicated that SS, TS, TSR, and PsyCap exerted a considerable positive influence on student AA. The effect sizes were as follows: SE(SS→AA)=0.258***, SE(TS→AA)=0.233***, SE(TSR→AA)=0.255***, and SE(PsyCap→AA)=0.427***. The results demonstrated a significant mediating effect of PsyCap on the effects of SS, TS, and TSR on student AA. The mediating effect accounted for 29.1%, 41.2%, and 37.2% of the total effect of each pathway, in that order. A noteworthy finding of this study is that the key influencers, person, exerts a more pronounced effect on students' PsyCap than other influencers. Furthermore, the impact of PsyCap on student AA is also more pronounced. The research model developed in this study on the influence of SS, TS and TSR on student AA through the mediation of PsyCap addresses a gap in the existing educational research literature and contributes to the evolving body of knowledge on PsyCap in the field of education, particularly in the context of primary education.

    Keywords: Psychological Capital, School factor, school satisfaction, student academic achievement, teacher support, teacher-student relationship

    Received: 04 Oct 2024; Accepted: 27 Nov 2024.

    Copyright: © 2024 MA and Ooi. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

    * Correspondence: YUWEI MA, Graduate School of Management, Management and Science University, Shah Alam, Malaysia

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