Adaptation of the Psychological Capital Questionnaire in the Educational Context in an Argentine Sample
Descripción del Articulo
Psychological capital is defined as a state of positive psychological development that represents the person's positive assessment of the circumstances and their probability of success based on effort and perseverance. It is a construct composed by four components or psychological strengths: ef...
| Autores: | , |
|---|---|
| Formato: | artículo |
| Fecha de Publicación: | 2020 |
| Institución: | Universidad San Ignacio de Loyola |
| Repositorio: | Revistas - Universidad San Ignacio de Loyola |
| Lenguaje: | español |
| OAI Identifier: | oai:revistas.usil.edu.pe:article/315 |
| Enlace del recurso: | https://revistas.usil.edu.pe/index.php/pyr/article/view/315 |
| Nivel de acceso: | acceso abierto |
| Materia: | Psychological Capital Psychometric Additional Professional Education Adolescents Capital psicológico Psicometría Educación Adolescentes |
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Adaptation of the Psychological Capital Questionnaire in the Educational Context in an Argentine Sample Adaptación del Cuestionario de Capital Psicológico al ámbito educativo en una muestra argentina |
| title |
Adaptation of the Psychological Capital Questionnaire in the Educational Context in an Argentine Sample |
| spellingShingle |
Adaptation of the Psychological Capital Questionnaire in the Educational Context in an Argentine Sample Schönfeld, Fátima Soledad Psychological Capital Psychometric Additional Professional Education Adolescents Capital psicológico Psicometría Educación Adolescentes |
| title_short |
Adaptation of the Psychological Capital Questionnaire in the Educational Context in an Argentine Sample |
| title_full |
Adaptation of the Psychological Capital Questionnaire in the Educational Context in an Argentine Sample |
| title_fullStr |
Adaptation of the Psychological Capital Questionnaire in the Educational Context in an Argentine Sample |
| title_full_unstemmed |
Adaptation of the Psychological Capital Questionnaire in the Educational Context in an Argentine Sample |
| title_sort |
Adaptation of the Psychological Capital Questionnaire in the Educational Context in an Argentine Sample |
| dc.creator.none.fl_str_mv |
Schönfeld, Fátima Soledad Mesurado, Belén |
| author |
Schönfeld, Fátima Soledad |
| author_facet |
Schönfeld, Fátima Soledad Mesurado, Belén |
| author_role |
author |
| author2 |
Mesurado, Belén |
| author2_role |
author |
| dc.subject.none.fl_str_mv |
Psychological Capital Psychometric Additional Professional Education Adolescents Capital psicológico Psicometría Educación Adolescentes |
| topic |
Psychological Capital Psychometric Additional Professional Education Adolescents Capital psicológico Psicometría Educación Adolescentes |
| description |
Psychological capital is defined as a state of positive psychological development that represents the person's positive assessment of the circumstances and their probability of success based on effort and perseverance. It is a construct composed by four components or psychological strengths: efficacy, optimism, hope and resilience. It was widely described and evaluated in the workplace; however, psychological capital can be applied to other spheres of a person's life, such as education. Hence, the objective of this study is to evaluate the psychometric properties of the adaptation to the educational context of the Psychological Capital Questionnaire in the Argentinean adolescent population (N = 313). Construct validity, convergent validity (with school performance and engagement) and reliability levels are analyzed. This research provides empirical evidence that supports good levels of validity and reliability of the Psychological Capital Questionnaire in the educational context in adolescent population. |
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2020 |
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2020-03-10 |
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info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
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article |
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publishedVersion |
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https://revistas.usil.edu.pe/index.php/pyr/article/view/315 10.20511/pyr2020.v8n1.315 |
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https://revistas.usil.edu.pe/index.php/pyr/article/view/315 |
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10.20511/pyr2020.v8n1.315 |
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spa |
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https://revistas.usil.edu.pe/index.php/pyr/article/view/315/865 https://revistas.usil.edu.pe/index.php/pyr/article/view/315/1575 https://revistas.usil.edu.pe/index.php/pyr/article/view/315/1576 /*ref*/Avey, J., Patera, J., &West, B. (2006). The implications of positive psychological capital on employee absenteeism. Journal of Leadership and Organizational Studies, 13,42 –60. doi: https://doi.org/10.1177/10717919070130020401 /*ref*/Azanza, G., Domínguez, A., Moriano, J., &Molero, F. (2014). Capital psicológico positivo. Validación del cuestionario PCQ en España. Anales de Psicología, 30(1), 294-301. /*ref*/Bakker, A. B., &Demerouti, E. (2008). Towards a model of work engagement. Career Development International, 13,209–223.Doi: https://doi.org/10.1108/13620430810870476 /*ref*/Bakker, A. B., Schaufeli, W. B., Leiter, M. P. y Taris, T. W. (2008). Work engagement: an emerging concept in occupational health psychology. Work and Stress, 22, 187–200. /*ref*/Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall. /*ref*/Jafri, M. H. (2013). A study of the relationship of psychological capital and students' performance.Business Perspectives and Research,1(2), 9-16. doi: https://doi.org/10.1177/2278533720130202 /*ref*/Karatepe, O. M., &Karadas, G. (2015). Do psychological capital and work engagement foster frontline employees’ satisfaction? A study in the hotel industry. International Journal of Contemporary Hospitality Management, 27,1254–1278. doi:http://dx.doi.org/10.1108/IJCHM-01-2014-0028 /*ref*/Krasikova, D. V., Lester, P. B., &Harms, P. D. (2015). Effects of psychological capital on mental health and substance abuse. Journal of Leadership and Organizational Studies, 22,280–291. doi:http://dx.doi.org/10.1177/1548051815585853 /*ref*/Luthans, B. C., Luthans, K. W., &Jensen, S. M. (2012). The impact of business school students’ psychological on academic performance. Journal of Education for Business, 87, 253-259. /*ref*/Luthans, B., Luthans, K., &Norman, S. (2005). The proposed contagion effect of hopeful leaders on the resiliency of employees and organizations. Journal of Leadership and Organizational Studies, 12,55 –64. doi: https://doi.org/10.1177/107179190501200205 /*ref*/Luthans, F., Avey, J., &Patera, J. (2008). Experimental analysis of a web-based training intervention to develop positive psychological capital. Academy of Management Learning and Education, 7(2), 209–221.doi: https://doi.org/10.5465/amle.2008.32712618 /*ref*/Luthans, F., Avey, J., Avolio, B. y Peterson, S. (2010). The development and resulting performance impact of positive psychological capital. Human Resource Development Quarterly, 21(1), 41-67.doi: https://doi.org/10.1002/hrdq.20034 /*ref*/Luthans, F., Avey, J., Avolio, B., Norman, S., &Combs, G. (2006). Psychological capital development: toward a micro-intervention. Journal of Organizational Behavior, 27,387–393.doi: https://doi.org/10.1002/job.373 /*ref*/Luthans, F., Avolio, B., Avey, J., &Norman, S. (2007). Positive psychological capital: measurement and relationship with performance and satisfaction. Personnel Psychology, 60,541-572. /*ref*/Luthans, F., Luthans, K. W., & Luthans, B. C (2004). Positive psychological capital: beyond human and social capital. Business Horizons, 47(1), 45-50. /*ref*/Luthans, F., Norman, S. M., Avolio, B. J., &Avey, J. B. (2008). The mediating role of psychological capital in the supportive organizational climate—employee performance relationship.Journal of Organizational Behavior,29(2), 219-238. doi: https://doi.org/10.1002/job.507 /*ref*/Luthans, F., Youssef, C. M., Sweetman, D. S., &Harms, P. D. (2013). Meeting the leadership challenge of employee well-being through relationship PsyCap and health PsyCap. Journal of Leadership and Organizational Studies, 20, 118–133. doi:https://doi.org/10.1177/1548051812465893 /*ref*/Malone, L. D. (2010). Individual differences and stress reactions as predictors of performance in pilot trainees (Doctoral dissertation, Kansas State University). /*ref*/Martinez-Corts, I., Demerouti, E., Bakker, A. B., &Boz, M. (2015). Spillover of interpersonal conflicts from work into nonwork: A daily diary study. Journal of Occupational Health Psychology, 20, 326–337. doi:http://dx.doi.org/10.1037/a0038661 /*ref*/McNeish, D. (2017). Thanks coefficient alpha, we'll take it from here. Psychological Methods. http://dx.doi.org/10.1037/met0000144 /*ref*/Mesurado, B. (2017). Psicología positiva. En A. Vanney, I. Silva, y J. F. Franck(Eds.), Diccionario Interdisciplinar Austral. Buenos Aires: Universidad Austral. Disponible en http://dia.austral.edu.ar/Psicología_positiva /*ref*/Mesurado, B., Richaud, M.C, &Mateo, J. N. (2016). Engagement, flow, self-efficacy, and eustress of university students: a cross-national comparison between the Philippines and Argentina.The Journal of Psychology,150(3), 281-299. /*ref*/Gutiérrez, J. C. P. (2016). Evaluación De Una Práctica Para El Desarrollo Del Capital Psicológico.Orbis. Revista Científica Ciencias Humanas,12(34), 4-25. /*ref*/Schaufeli, W. B., Martínez, I., Marqués-Pinto, A., Salanova, M., &Bakker, A. (2002). Burnout and engagement in university students: a cross-national study. Journal of Cross-cultural Studies, 33,464-481. /*ref*/Seligman, M. E. P. (1998). Learned optimism. New York: Pocket Books.Seligman, M. E., &Csikszentmihalyi, M. (2000). Positive psychology. An Introduction. American Psychologist, 55, 5-14. /*ref*/Seligman, M., Reivich, K, Jaycox, L. y Gillham, J. (1999). Niños optimistas. Barcelona: Grijalbo.Siu, O. L. (2015). Psychological capital, work well-being, and work-life balance among Chinese employees. Journal of Personnel Psychology, 12, 170–181. doi:http://dx.doi.org/10.1027/1866-5888/a000092 /*ref*/Siu, O. L., Bakker, A. B., &Jiang, X. (2014). Psychological capital among university students: relationships with study engagement and intrinsic motivation.Journal of Happiness Studies,15(4), 979-994. /*ref*/Snyder, C., & Lopez Shane (Eds.). Handbook of positive psychology. Oxford, U.K.: Oxford University Press. /*ref*/Stajkovic, A. D., &Luthans, F. (1998). Social cognitive theory and self-efficacy: going beyond traditional motivational and behavioral approaches. Organizational Dynamics, 26, 62 –74. doi: https://doi.org/10.1016/S0090-2616(98)90006-7 /*ref*/Sweetman, D., &Luthans, F. (2010). The power of positive psychology: psychological capital and work compromiso. In A. B.Bakker y M. P. Leiter (Eds.), Work compromiso: A handbook of essential theory and research (pp. 54−68). Hove, East Sussex: Psychology Press. /*ref*/Tjakraatmadja, J. H., &Febriansyah, H. (2007). The influence of psychological capital and learning environment toward SBM-ITB students' GPA. Indonesian Journal for the Science of Management, 6, 1-13. /*ref*/Vanno, V., Kaemkate, W., &Wongwanich, S. (2014). Relationships between academic performance, perceived group psychological capital, and positive psychological capital of Thai undergraduate students.Procedia-Social and Behavioral Sciences,116, 3226-3230. /*ref*/Ventura-León, J. L., &Caycho-Rodríguez, T. (2017). El coeficiente omega: un método alternativo para la estimación de la confiabilidad.Revista Latinoamericana de Ciencias Sociales, Niñez y Juventud,15(1), 625-627. /*ref*/Youssef, C. (2004). Resilience development of organizations, leaders and employees: multi-level theory building and individual-level, path-analytical empirical testing. Ph.D Dissertation: University of Nebraska. |
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Carrera de Psicología, Universidad San Ignacio de Loyola, Lima, Perú. |
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Carrera de Psicología, Universidad San Ignacio de Loyola, Lima, Perú. |
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Propósitos y Representaciones. Journal of Educational Psychology; Vol. 8 No. 1 (2020): Enero - Abril: Recursos y sistemas educacionales en el rendimiento académico; e315 Propósitos y Representaciones; ##issue.vol## 8 ##issue.no## 1 (2020): Enero - Abril: Recursos y sistemas educacionales en el rendimiento académico; e315 Propósitos y Representaciones; Vol. 8 Núm. 1 (2020): Enero - Abril: Recursos y sistemas educacionales en el rendimiento académico; e315 2310-4635 2307-7999 10.20511/pyr2020.v8n1 reponame:Revistas - Universidad San Ignacio de Loyola instname:Universidad San Ignacio de Loyola instacron:USIL |
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Adaptation of the Psychological Capital Questionnaire in the Educational Context in an Argentine SampleAdaptación del Cuestionario de Capital Psicológico al ámbito educativo en una muestra argentinaSchönfeld, Fátima SoledadMesurado, BelénPsychological CapitalPsychometricAdditional Professional EducationAdolescentsCapital psicológicoPsicometríaEducaciónAdolescentesPsychological capital is defined as a state of positive psychological development that represents the person's positive assessment of the circumstances and their probability of success based on effort and perseverance. It is a construct composed by four components or psychological strengths: efficacy, optimism, hope and resilience. It was widely described and evaluated in the workplace; however, psychological capital can be applied to other spheres of a person's life, such as education. Hence, the objective of this study is to evaluate the psychometric properties of the adaptation to the educational context of the Psychological Capital Questionnaire in the Argentinean adolescent population (N = 313). Construct validity, convergent validity (with school performance and engagement) and reliability levels are analyzed. This research provides empirical evidence that supports good levels of validity and reliability of the Psychological Capital Questionnaire in the educational context in adolescent population.El capital psicológico es definido como un estado de desarrollo psicológico positivo que representa la valoración positiva que la persona hace de las circunstancias y su probabilidad de éxito basada en el esfuerzo y la perseverancia. Se trata de un constructo compuesto por cuatro componentes o fortalezas psicológicas: eficacia, optimismo, esperanza y resiliencia. El mismo fue ampliamente descripto y evaluado en el ámbito laboral; sin embargo, puede aplicarse a otras esferas de la vida de una persona, como por ejemplo al ámbito educacional. De allí que el objetivo del presente trabajo es evaluar las propiedades psicométricas de la adaptación al contexto educativo del Cuestionario de Capital Psicológico en población adolescente Argentina (N=313). Se analizará la validez de constructo, la validez convergente (con rendimiento escolar y engagement) y los niveles de fiabilidad de dicha adaptación. Los resultados hallados aportan evidencias empíricas que avalan buenos niveles de validez y confiabilidad del Cuestionario de Capital Psicológico en el ámbito educativo y en la población adolescente.Carrera de Psicología, Universidad San Ignacio de Loyola, Lima, Perú.2020-03-10info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/vnd.openxmlformats-officedocument.wordprocessingml.documentapplication/vnd.openxmlformats-officedocument.wordprocessingml.documenthttps://revistas.usil.edu.pe/index.php/pyr/article/view/31510.20511/pyr2020.v8n1.315Propósitos y Representaciones. Journal of Educational Psychology; Vol. 8 No. 1 (2020): Enero - Abril: Recursos y sistemas educacionales en el rendimiento académico; e315Propósitos y Representaciones; ##issue.vol## 8 ##issue.no## 1 (2020): Enero - Abril: Recursos y sistemas educacionales en el rendimiento académico; e315Propósitos y Representaciones; Vol. 8 Núm. 1 (2020): Enero - Abril: Recursos y sistemas educacionales en el rendimiento académico; e3152310-46352307-799910.20511/pyr2020.v8n1reponame:Revistas - Universidad San Ignacio de Loyolainstname:Universidad San Ignacio de Loyolainstacron:USILspahttps://revistas.usil.edu.pe/index.php/pyr/article/view/315/865https://revistas.usil.edu.pe/index.php/pyr/article/view/315/1575https://revistas.usil.edu.pe/index.php/pyr/article/view/315/1576/*ref*/Avey, J., Patera, J., &West, B. (2006). The implications of positive psychological capital on employee absenteeism. Journal of Leadership and Organizational Studies, 13,42 –60. doi: https://doi.org/10.1177/10717919070130020401/*ref*/Azanza, G., Domínguez, A., Moriano, J., &Molero, F. (2014). Capital psicológico positivo. Validación del cuestionario PCQ en España. Anales de Psicología, 30(1), 294-301./*ref*/Bakker, A. B., &Demerouti, E. (2008). Towards a model of work engagement. Career Development International, 13,209–223.Doi: https://doi.org/10.1108/13620430810870476/*ref*/Bakker, A. B., Schaufeli, W. B., Leiter, M. P. y Taris, T. W. (2008). Work engagement: an emerging concept in occupational health psychology. Work and Stress, 22, 187–200./*ref*/Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall./*ref*/Jafri, M. H. (2013). A study of the relationship of psychological capital and students' performance.Business Perspectives and Research,1(2), 9-16. doi: https://doi.org/10.1177/2278533720130202/*ref*/Karatepe, O. M., &Karadas, G. (2015). Do psychological capital and work engagement foster frontline employees’ satisfaction? A study in the hotel industry. International Journal of Contemporary Hospitality Management, 27,1254–1278. doi:http://dx.doi.org/10.1108/IJCHM-01-2014-0028/*ref*/Krasikova, D. V., Lester, P. B., &Harms, P. D. (2015). Effects of psychological capital on mental health and substance abuse. Journal of Leadership and Organizational Studies, 22,280–291. doi:http://dx.doi.org/10.1177/1548051815585853/*ref*/Luthans, B. C., Luthans, K. W., &Jensen, S. M. (2012). The impact of business school students’ psychological on academic performance. Journal of Education for Business, 87, 253-259./*ref*/Luthans, B., Luthans, K., &Norman, S. (2005). The proposed contagion effect of hopeful leaders on the resiliency of employees and organizations. Journal of Leadership and Organizational Studies, 12,55 –64. doi: https://doi.org/10.1177/107179190501200205/*ref*/Luthans, F., Avey, J., &Patera, J. (2008). Experimental analysis of a web-based training intervention to develop positive psychological capital. Academy of Management Learning and Education, 7(2), 209–221.doi: https://doi.org/10.5465/amle.2008.32712618/*ref*/Luthans, F., Avey, J., Avolio, B. y Peterson, S. (2010). The development and resulting performance impact of positive psychological capital. Human Resource Development Quarterly, 21(1), 41-67.doi: https://doi.org/10.1002/hrdq.20034/*ref*/Luthans, F., Avey, J., Avolio, B., Norman, S., &Combs, G. (2006). Psychological capital development: toward a micro-intervention. Journal of Organizational Behavior, 27,387–393.doi: https://doi.org/10.1002/job.373/*ref*/Luthans, F., Avolio, B., Avey, J., &Norman, S. (2007). Positive psychological capital: measurement and relationship with performance and satisfaction. Personnel Psychology, 60,541-572./*ref*/Luthans, F., Luthans, K. W., & Luthans, B. C (2004). Positive psychological capital: beyond human and social capital. Business Horizons, 47(1), 45-50./*ref*/Luthans, F., Norman, S. M., Avolio, B. J., &Avey, J. B. (2008). The mediating role of psychological capital in the supportive organizational climate—employee performance relationship.Journal of Organizational Behavior,29(2), 219-238. doi: https://doi.org/10.1002/job.507/*ref*/Luthans, F., Youssef, C. M., Sweetman, D. S., &Harms, P. D. (2013). Meeting the leadership challenge of employee well-being through relationship PsyCap and health PsyCap. Journal of Leadership and Organizational Studies, 20, 118–133. doi:https://doi.org/10.1177/1548051812465893/*ref*/Malone, L. D. (2010). Individual differences and stress reactions as predictors of performance in pilot trainees (Doctoral dissertation, Kansas State University)./*ref*/Martinez-Corts, I., Demerouti, E., Bakker, A. B., &Boz, M. (2015). Spillover of interpersonal conflicts from work into nonwork: A daily diary study. Journal of Occupational Health Psychology, 20, 326–337. doi:http://dx.doi.org/10.1037/a0038661/*ref*/McNeish, D. (2017). Thanks coefficient alpha, we'll take it from here. Psychological Methods. http://dx.doi.org/10.1037/met0000144/*ref*/Mesurado, B. (2017). Psicología positiva. En A. Vanney, I. Silva, y J. F. Franck(Eds.), Diccionario Interdisciplinar Austral. Buenos Aires: Universidad Austral. Disponible en http://dia.austral.edu.ar/Psicología_positiva/*ref*/Mesurado, B., Richaud, M.C, &Mateo, J. N. (2016). Engagement, flow, self-efficacy, and eustress of university students: a cross-national comparison between the Philippines and Argentina.The Journal of Psychology,150(3), 281-299./*ref*/Gutiérrez, J. C. P. (2016). Evaluación De Una Práctica Para El Desarrollo Del Capital Psicológico.Orbis. Revista Científica Ciencias Humanas,12(34), 4-25./*ref*/Schaufeli, W. B., Martínez, I., Marqués-Pinto, A., Salanova, M., &Bakker, A. (2002). Burnout and engagement in university students: a cross-national study. Journal of Cross-cultural Studies, 33,464-481./*ref*/Seligman, M. E. P. (1998). Learned optimism. New York: Pocket Books.Seligman, M. E., &Csikszentmihalyi, M. (2000). Positive psychology. An Introduction. American Psychologist, 55, 5-14./*ref*/Seligman, M., Reivich, K, Jaycox, L. y Gillham, J. (1999). Niños optimistas. Barcelona: Grijalbo.Siu, O. L. (2015). Psychological capital, work well-being, and work-life balance among Chinese employees. Journal of Personnel Psychology, 12, 170–181. doi:http://dx.doi.org/10.1027/1866-5888/a000092/*ref*/Siu, O. L., Bakker, A. B., &Jiang, X. (2014). Psychological capital among university students: relationships with study engagement and intrinsic motivation.Journal of Happiness Studies,15(4), 979-994./*ref*/Snyder, C., & Lopez Shane (Eds.). Handbook of positive psychology. Oxford, U.K.: Oxford University Press./*ref*/Stajkovic, A. D., &Luthans, F. (1998). Social cognitive theory and self-efficacy: going beyond traditional motivational and behavioral approaches. Organizational Dynamics, 26, 62 –74. doi: https://doi.org/10.1016/S0090-2616(98)90006-7/*ref*/Sweetman, D., &Luthans, F. (2010). The power of positive psychology: psychological capital and work compromiso. In A. B.Bakker y M. P. Leiter (Eds.), Work compromiso: A handbook of essential theory and research (pp. 54−68). Hove, East Sussex: Psychology Press./*ref*/Tjakraatmadja, J. H., &Febriansyah, H. (2007). The influence of psychological capital and learning environment toward SBM-ITB students' GPA. Indonesian Journal for the Science of Management, 6, 1-13./*ref*/Vanno, V., Kaemkate, W., &Wongwanich, S. (2014). Relationships between academic performance, perceived group psychological capital, and positive psychological capital of Thai undergraduate students.Procedia-Social and Behavioral Sciences,116, 3226-3230./*ref*/Ventura-León, J. L., &Caycho-Rodríguez, T. (2017). El coeficiente omega: un método alternativo para la estimación de la confiabilidad.Revista Latinoamericana de Ciencias Sociales, Niñez y Juventud,15(1), 625-627./*ref*/Youssef, C. (2004). Resilience development of organizations, leaders and employees: multi-level theory building and individual-level, path-analytical empirical testing. Ph.D Dissertation: University of Nebraska.Derechos de autor 2020 Propósitos y Representacioneshttp://creativecommons.org/licenses/by-nc-nd/4.0info:eu-repo/semantics/openAccessoai:revistas.usil.edu.pe:article/3152022-05-23T21:41:39Z |
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13.888049 |
Nota importante:
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La información contenida en este registro es de entera responsabilidad de la institución que gestiona el repositorio institucional donde esta contenido este documento o set de datos. El CONCYTEC no se hace responsable por los contenidos (publicaciones y/o datos) accesibles a través del Repositorio Nacional Digital de Ciencia, Tecnología e Innovación de Acceso Abierto (ALICIA).
