The Utrecht Work Engagement Scale for Students (UWES–9S): Factorial Validity, Reliability, and Measurement Invariance in a Chilean Sample of Undergraduate University Students

This brief report examines the within–network construct validity of the UWES–9S in a convenience sample of 1502 Chilean students (52% were female) ranging between 18 and 25 years old. The results of confirmatory factor analysis supported a solution with three related factors that fit significantly better than a one-factor solution. The three subscales (i.e., vigor, dedication, and absorption) and the overall UWES–9S showed satisfactory internal consistency. The results of multiple–group confirmatory factor analysis supported gender invariance. Overall, the UWES–9S was found to be a reliable and valid scale to assess academic engagement in Chilean undergraduate university students

The strengthening starts at home: Parent–child relationships, psychological capital, and academic performance – a longitudinal mediation analysis

This is a pre-print of an article published in Current Psychology. The final authenticated version is available online at: https://doi.org/10.1007/s12144-020-00898-8This longitudinal study examines how academic psychological capital mediates between parent–child relationships and academic performance in a group of high school students. The sample consisted of 402 students (217 girls and 187 boys) aged between 12 and 17 years. Using a three–wave design, as hypothesized, a significant indirect effect was found between (good) parent–child relationships (assessed at time 1) and academic performance (assessed at time 3) via academic PsyCap (assessed at time 2). Students who perceived high–quality relationships with their parents reported high levels of academic psychological capital and obtained better objective academic performance over time. Theoretical and practical implications of the results are discussed, as well as strengths and weaknesses and future research directions

Psychometric analysis of Hardy Personality Scale (HPS) adapted to Chilean students

El objetivo de este estudio fue analizar las propiedades psicométricas de una adaptación de la Escala de Personalidad Resistente (EPR) al contexto universitario chileno. En el estudio participaron 900 estudiantes universitarios de diferentes carreras de licenciatura. Se adaptó el instrumento a las condiciones de los estudiantes. Se realizaron análisis factorial exploratorio (AFE) y análisis factorial confirmatorio (AFC). Se analizaron los estadísticos descriptivos y examinaron diferencias a partir del sexo de los estudiantes. Se estimó la fiabilidad a través de análisis de correlación ítem-total corregido y alpha de Cronbach. Finalmente, se examinaron otros tipos de validez con variables teóricamente relacionadas (satisfacción vital, engagement académico y rasgos de personalidad). Se concluye que la EPR es una escala fiable y válida para medir el constructo de personalidad resistente en estudiantes universitarios chilenos.The objective of this study was to analyze the psychometric properties of an adaptation of the Hardy Personality Scale (HPS) in the Chilean university context. The study involved 900 college students from different undergraduate careers. The instrument was adapted for the student’s conditions. Exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were performed. Descriptive statistics were analyzed and sex differences from students was examined. Reliability was estimated through analysis of corrected item total correlation and Cronbach’s alpha. Finally, other types of validity with theoretically related variables were examined (life satisfaction, academic engagement and personality traits). It is concluded that the adapted HPS is a reliable and valid scale to measure the construct of hardiness in Chilean college studentsO objetivo de este estudo foi analisar as propriedades psicométricas de uma adaptação da Escala de Hardiness ou Personalidade Resistente (EH) no contexto universitário chileno. No estudo participaram 900 estudantes universitários de diferentes cursos de licenciatura. Adaptou-se o instrumento às condições dos estudantes. Realizaramse; análise fatorial exploratório (AFE) e análise fatorial confirmatório (AFC). Analisaramse as estatísticas descritivas e examinaramse diferenças a partir do sexo dos estudantes. Foi estimada a confiabilidade através de análise de correlação item-total corrigido e alpha de Cronbach. Finalmente, se examinaram outros tipos de validação com variáveis teoricamente relacionadas (satisfação vital, engagement a cadêmico e traços de personalidade). Concluise que a EH é uma escala confiável e válida para medir o construto de personalidade resistente em estudantes universitários chileno

How Psychological Capital Mediates Between Study–Related Positive Emotions and Academic Performance

The present study, based on broaden–and–build theory, examines the relationship between study–related positive emotions and academic performance, and the mediating role of psychological capital in this relationship. A sample of 639 Chilean high school students between 14 and 17 years old was used. Through structural equation modelling (SEM),—as hypothesized—a statistically significant indirect effect was found between study–related positive emotions and academic performance via psychological capital. Students’ study–related positive emotions were related to better academic performance through positive relationships with their levels of psychological capital (i.e., efficacy, hope, optimism, and resilience). Theoretical and practical implications of the results are discussed, limitations are mentioned, and future research directions are proposed

The strengthening starts at home: Parent–child relationships, psychological capital, and academic performance – a longitudinal mediation analysis

This longitudinal study examines how academic psychological capital mediates between parent–child relationships and academic performance in a group of high school students. The sample consisted of 402 students (217 girls and 187 boys) aged between 12 and 17 years. Using a three–wave design, as hypothesized, a significant indirect effect was found between (good) parent–child relationships (assessed at time 1) and academic performance (assessed at time 3) via academic PsyCap (assessed at time 2). Students who perceived high–quality relationships with their parents reported high levels of academic psychological capital and obtained better objective academic performance over time. Theoretical and practical implications of the results are discussed, as well as strengths and weaknesses and future research directions

Good Relationships, Good Performance: The Mediating Role of Psychological Capital – A Three-Wave Study Among Students

Academic Psychological Capital, or PsyCap, – a set of positive psychological resources encompassing hope, efficacy, resilience, and optimism – has begun to gain attention in academia, showing positive relationships with desirable academic outcomes. However, studies in the field have paid limited attention to the social factors that may increase PsyCap and therefore may lead to positive outcomes. In the present study, we examine whether academic PsyCap mediates between teacher-student relationships and academic performance as assessed by student’s GPA, using a three-wave longitudinal design. Through structural equation modeling, as expected, a statistically significant indirect effect was found between teacher-student relationships and academic performance via academic PsyCap. Theoretical and practical implications of the results are discussed; strengths and weaknesses are mentioned; and future research directions are proposed

The Utrecht Work Engagement Scale for Students (UWES–9S): Factorial Validity, Reliability, and Measurement Invariance in a Chilean Sample of Undergraduate University Students

This brief report examines the within–network construct validity of the UWES–9S in a convenience sample of 1502 Chilean students (52% were female) ranging between 18 and 25 years old. The results of confirmatory factor analysis supported a solution with three related factors that fit significantly better than a one-factor solution. The three subscales (i.e., vigor, dedication, and absorption) and the overall UWES–9S showed satisfactory internal consistency. The results of multiple–group confirmatory factor analysis supported gender invariance. Overall, the UWES–9S was found to be a reliable and valid scale to assess academic engagement in Chilean undergraduate university students

Academic psychological capital questionnaire 12 (APCQ-12): psychometric validity and measurement invariance in a Chilean sample of high school students

The present study evaluated the psychometric properties of the Academic Psychological Capital Questionnaire 12 (APCQ-12) in a sample of 2,196 Chilean high school students (51% girls) aged 12 to 17 years (mean 14.83 years). Results showed that: (1) the APCQ-12 produces adequate scores in terms of reliability, (2) the internal structure of the questionnaire obtains adequate fit indices, for a second order model, which is consistent with previous research, and (3) the APCQ-12 proved to be sex and age invariant. Overall, the APCQ-12 proved to be an adequate questionnaire for measuring academic psychological capital in Chilean high school students, producing valid and reliable scores

Psychological Capital in Schools

Compendi d'articlesEl objetivo de la presente tesis fue examinar la aplicabilidad del constructo capital psicológico académico en un contexto escolar, aportando evidencia empírica sobre sus antecedentes y resultados académicos. Se realizaron cinco estudios empíricos que permiten concluir que el capital psicológico es un constructo aplicable al contexto escolar y a los objetivos de la educación positiva. Es decir, el capital psicológico resulta de utilidad para comprender los procesos que subyacen al funcionamiento óptimo de los adolescentes en contextos escolares.The objective of this thesis was to examine the applicability of the academic psychological capital construct in a school context, providing empirical evidence on its antecedents and academic results. Five empirical studies were carried out which allow us to conclude that psychological capital is a construct applicable to the school context and to the objectives of positive education. In other words, psychological capital is useful for understanding the processes that underlie the optimal functioning of adolescents in school contexts. In addition, the results reported here are consistent with previous literature both in professional and pre-professional contexts and allow the usefulness o psychological capital to be extended into hitherto scarcely explored domains.Programa de Doctorat en Psicologi

Rasgos de Personalidad, Necesidad de Cognición y Satisfacción Vital en Estudiantes Universitarios Chilenos

The study examines the role of personality traits and the need for cognition in predicting life satisfaction. We evaluated a sample of 235 students at a state university in Chile, using the Five-Factor Inventory (ICF-UTA), the Need for Cognition Scale (NCS) and the Scale of Satisfaction with Life (SWLS). Results suggest significant relationships between life satisfaction, and neuroticism (-0.4), conscientiousness (0.29), agreeableness (0.34) and the construct of need for cognition (0.32), which together explain a significant percentage of variance in life satisfaction of students.El estudio examina el papel de los rasgos de personalidad y la necesidad de cognición en la predicción de la satisfacción vital. Para ello, se evaluó a una muestra de 235 estudiantes de una universidad estatal chilena, utilizando el Inventario Cinco Factores (ICF-UTA), la Escala de Necesidad de Cognición (ENC) y la Escala de Satisfacción con la Vida (SWLS). Los resultados indican relaciones significativas entre satisfacción y los rasgos de neuroticismo (-0,40), responsabilidad (0,29), afabilidad (0,34) y el constructo de necesidad de cognición (0,32), los que en conjunto explican un porcentaje significativo de varianza de la satisfacción vital de los estudiantes