Efeitos do Capital Psicológico na Motivação para o Aprendizado e Engajamento nos Estudos
DOI:
https://doi.org/10.13058/raep.2025.v26n3.2625Palavras-chave:
Capital Psicológico, Motivação para Aprendizagem, Engajamento nos EstudosResumo
Este estudo analisa as evidências dos efeitos do capital psicológico na motivação para a aprendizagem e no engajamento nos estudos. A pesquisa traz evidências empíricas que contribuem para os resultados identificados na literatura sobre os efeitos do capital psicológico no engajamento nos estudos e na motivação para o aprendizado. Uma pesquisa de levantamento foi realizada com estudantes de graduação em Ciências Contábeis, na qual foram alcançadas 190 respostas válidas. A técnica de modelagem de equações estruturais foi aplicada com a finalidade de testar as relações teóricas do estudo. Os resultados evidenciam uma relação positiva e significativa entre o capital psicológico dos estudantes, a motivação para o aprendizado e o engajamento nos estudos. Também sugere que a motivação para o aprendizado potencializa a relação entre o capital psicológico dos estudantes e o seu engajamento com os estudos. Esses resultados trazem implicações para o processo de aprendizado de estudantes de Ciências Contábeis, demonstrando a importância da promoção de fatores psicológicos positivos para que os estudantes alcancem resultados acadêmicos satisfatórios. Além disso, avança na literatura quanto aos reflexos do capital psicológico dos estudantes, como aspectos preditores da aprendizagem acadêmica.
Downloads
Referências
Ali, M., Khan, A. N., Khan, M. M., Butt, A. S., & Shah, S. H. H. (2022). Mindfulness and study engagement: mediating role of psychological capital and intrinsic motivation. Journal of Professional Capital and Community, 7(2), 144–158. https://doi.org/10.1108/jpcc-02-2021-0013
Belle, M. A., Antwi, C. O., Ntim, S. Y., Affum-Osei, E., & Ren, J. (2022). Am I gonna get a job? Graduating students’ psychological capital, coping styles, and employment anxiety. Journal of Career Development, 49(5), 1122–1136. https://doi.org/10.1177/08948453211020124
Bido, D. S., Mantovani, D. M. N., & Cohen, E. D. (2018). Destruição de escalas de mensuração por meio da análise fatorial exploratória nas pesquisas da área de produção e operações. Gestão & Produção, 25(2), 384–397. https://doi.org/10.1590/0104-530x3391-16
Cho, S., Lee, M., & Lee, S. M. (2022). Burned-out classroom climate, intrinsic motivation, and academic engagement: exploring unresolved issues in the Job Demand-Resource Model. Psychological Reports, 126(4), 1954-1976. https://doi.org/10.1177/00332941211054776
Chukwuedo, S. O., Mbagwu, F. O., & Ogbuanya, T. C. (2021). Motivating academic engagement and lifelong learning among vocational and adult education students via self-direction in learning. Learning and Motivation, 74, 1–12. https://doi.org/10.1016/j.lmot.2021.101729
Cohen, J. (1988). Statistical Power Analysis For The Behavioral Sciences (2. ed.). Lawrence Erlbaum Associates.
Cole, M. S., Feild, H. S., & Harris, S. G. (2004). Student learning motivation and psychological hardiness: interactive effects on students’ reactions to a management class. Academy of Management Learning & Education, 3(1), 64–85. https://doi.org/10.5465/amle.2004.12436819
Datu, J. A. D., King, R. B., & Valdez, J. P. M. (2018). Psychological capital bolsters motivation, engagement, and achievement: cross-sectional and longitudinal studies. The Journal of Positive Psychology, 13(3), 260–270. https://doi.org/10.1080/17439760.2016.1257056
Faul, F., Erdfelder, E., Buchner, A., & Lang, A.-G. (2009). Statistical power analyses using G*Power 3.1: tests for correlation and regression analyses. Behavior Research Methods, 41(4), 1149–1160. https://doi.org/10.3758/brm.41.4.1149
Feraco, T., Resnati, D., Fregonese, D., Spoto, A., & Meneghetti, C. (2023). An integrated model of school students’ academic achievement and life satisfaction: linking soft skills, extracurricular activities, self-regulated learning, motivation, and emotions. European Journal of Psychology of Education, 38(1), 109–130. https://doi.org/10.1007/s10212-022-00601-4
Fornell, C., & Larcker, D. F. (1981). Structural equation models with unobservable variables and measurement error: algebra and statistics. Journal of Marketing Research, 18(3), 382–388. https://doi.org/10.2307/3150980
Hair Jr., J. F., Hult, G. T. M., Ringle, C. M., & Sarstedt, M. (2022). A Primer on Partial Least Squares Structural Equation Modeling (PLS-SEM) (3rd ed). Sage.
Hair, J. F., Risher, J. J., Sarstedt, M., & Ringle, C. M. (2019). When to use and how to report the results of PLS-SEM. European Business Review, 31(1), 2–24. https://doi.org/10.1108/EBR-11-2018-0203
Hidayat, A. S., Nastiti, T., & Sitalaksmi, S. (2024). Connection is a power: exploring the dynamic interaction between social and psychological capital in fostering innovative behavior. Journal of Management Development, 43(5), 755–768. https://doi.org/10.1108/jmd-11-2023-0341
Hosseini, A., Ganji, Eyedeh F. G., & Dana, L.-P. (2024). Gender, emotional support and innovative behavior: psychological capital as a mediator. Management Decision, In Press(In Press), In Press. https://doi.org/10.1108/md-02-2023-0266
Karatepe, O. M., Ampofo, E. T., Kim, T. T., & Oh, S. (2024). The trickle-down effect of leader psychological capital on follower creative performance: the mediating roles of job crafting and knowledge sharing. International Journal of Contemporary Hospitality Management, 36(9), 3168–3189. https://doi.org/10.1108/ijchm-06-2023-0807
Kidron, A., & Vinarski-Peretz, H. (2024). Linking psychological and social capital to organizational performance: a moderated mediation of organizational trust and proactive behavior. European Management Journal, 42(2), 245–254. https://doi.org/10.1016/j.emj.2022.11.008
Kriegbaum, K., Becker, N., & Spinath, B. (2018). The relative importance of intelligence and motivation as predictors of school achievement: a meta-analysis. Educational Research Review, 25, 120–148. https://doi.org/10.1016/j.edurev.2018.10.001
Lei, H., Chen, C., & Luo, L. (2024). The examination of the relationship between learning motivation and learning effectiveness: a mediation model of learning engagement. Humanities and Social Sciences Communications, 11(1), 137. https://doi.org/10.1057/s41599-024-02666-6
Lin, C.-L., & Tsai, C.-Y. (2021). The effect of a pedagogical STEAM Model on Students’ Project Competence and Learning Motivation. Journal of Science Education and Technology, 30(1), 112–124. https://doi.org/10.1007/s10956-020-09885-x
Liran, B. H., & Miller, P. (2019). The role of psychological capital in academic adjustment among university students. Journal of Happiness Studies, 20(1), 51–65. https://doi.org/10.1007/s10902-017-9933-3
Liu, M. (2023). How entrepreneurship programs foster students’ study engagement and entrepreneurship competence: Insights from job demands-resources theory. The International Journal of Management Education, 21, 1–10. https://doi.org/10.1016/j.ijme.2023.100890
Liu, Y., Ma, S., & Chen, Y. (2024). The impacts of learning motivation, emotional engagement and psychological capital on academic performance in a blended learning university course. Frontiers in Psychology, 15, 1–12. https://doi.org/10.3389/fpsyg.2024.1357936
Luthans, B. C., Luthans, K. W., & Avey, J. B. (2014). Building the leaders of tomorrow: the development of academic psychological capital. Journal of Leadership & Organizational Studies, 21(2), 191–199. https://doi.org/10.1177/1548051813517003
Luthans, B. C., Luthans, K. W., & Jensen, S. M. (2012). The impact of business school students’ psychological capital on academic performance. Journal of Education for Business, 87(5), 253–259. https://doi.org/10.1080/08832323.2011.609844
Luthans, F., Youssef, C. M., & Avolio, B. J. (2007). Psychological Capital: Developing the Human Competitive Edge. Oxford University Press.
Marques, C., Marques, K. C. M., & Alvarenga, L. M. de. (2024). Motivação acadêmica: perspectiva sob a ótica da Teoria da Autodeterminação. Revista de Educação e Pesquisa em Contabilidade, 18(3), 306–319. https://doi.org/10.17524/repec.v18i3.3363
Martínez, I. M., Youssef-Morgan, C. M., Chambel, M. J., & Marques-Pinto, A. (2019). Antecedents of academic performance of university students: academic engagement and psychological capital resources. Educational Psychology, 39(8), 1047–1067. https://doi.org/10.1080/01443410.2019.1623382
Martinie, M.-A., & Shankland, R. (2024). Achievement goals, self-efficacy, and psychological flexibility as antecedent of study engagement. Social Psychology of Education, 27, 2395–2416. https://doi.org/10.1007/s11218-024-09921-3
Nguyen, T. D., Cao, T. H., Nguyen, T. M., & Nguyen, T. T. (2024). Psychological capital: a literature review and research trends. Asian Journal of Economics and Banking, 8(3), 412–429. https://doi.org/10.1108/ajeb-08-2023-0076
Nguyen, T. D., Shultz, C. J., & Westbrook, M. D. (2012). Psychological hardiness in learning and quality of college life of business students: evidence from Vietnam. Journal of Happiness Studies, 13(6), 1091–1103. https://doi.org/10.1007/s10902-011-9308-0
Pereira, B. S., & Beuren, I. M. (2023). A autoeficácia e disposição para esforço de carreira influenciam na expectativa de ganhos futuros de estudantes da área de negócios? Análise multigrupos do gênero. Revista de Educação e Pesquisa em Contabilidade, 17(4), 394–410. https://doi.org/10.17524/repec.v17i4.3362
Pletsch, C. S., & Zonatto, V.C.S. (2018). Evidence of the effects of psychological capital on the transfer of knowledge from accounting students to business organizations. Journal of Knowledge Management, 22(8), 1826-1843. https://doi.org/10.1108/JKM-04-2018-0270
Podsakoff, P. M., Podsakoff, N. P., Williams, L. J., Huang, C., & Yang, J. (2024). Common method bias: it’s bad, it’s complex, it’s widespread, and it’s not easy to fix. Annual Review of Organizational Psychology and Organizational Behavior, 11(1), 17–61. https://doi.org/10.1146/annurev-orgpsych-110721-040030
Reilly, D., Warren, L., Kristandl, G., & Lin, Y. (2024). An investigation into the self-efficacy of year one undergraduate students at a widening participation university. Teaching in Higher Education, 29(2), 639–656. https://doi.org/10.1080/13562517.2021.2015756
Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54–67. https://doi.org/10.1006/ceps.1999.1020
Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61(1), 1–11. https://doi.org/10.1016/j.cedpsych.2020.101860
Saleem, M. S., Isha, A. S. N., Awan, M. I., Yusop, Y. B., & Naji, G. M. A. (2022). Fostering academic engagement in post-graduate students: assessing the role of positive emotions, positive psychology, and stress. Frontiers in Psychology, 13, 1–11. https://doi.org/10.3389/fpsyg.2022.920395
Samkin, G., & Stainbank, L. (2016). Teaching and learning: current and future challenges facing accounting academics, academics, and the development of an agenda for future research. Meditari Accountancy Research, 24(3), 294–317. https://doi.org/10.1108/medar-05-2016-0062
Schaufeli, W. B., Salanova, M., González-romá, V., & Bakker, A. B. (2002). The measurement of engagement and burnout: a two sample confirmatory factor analytic approach. Journal of Happiness Studies, 3(1), 71–92. https://doi.org/10.1023/a:1015630930326
Singh, M., James, P. S., Paul, H., & Bolar, K. (2022). Impact of cognitive-behavioral motivation on student engagement. Heliyon, 8(7), 1–9. https://doi.org/10.1016/j.heliyon.2022.e09843
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. https://doi.org/10.1007/s10902-013-9459-2
Siu, O. L., Lo, B. C. Y., Ng, T. K., & Wang, H. (2023). Social support and student outcomes: the mediating roles of psychological capital, study engagement, and problem-focused coping. Current Psychology, 42, 2670–2679. https://doi.org/10.1007/s12144-021-01621-x
Slåtten, T. S., Lien, G., Batt-Rawden, V. H., Evenstad, S. B. N., & Onshus, T. (2023). The relationship between students’ psychological capital, social-contextual factors and study-related outcomes: an empirical study from higher education in Norway. International Journal of Quality and Service Sciences, 15(1), 17–33. https://doi.org/10.1108/ijqss-11-2021-0160
Slåtten, T., Lien, G., Evenstad, S. B. N., & Onshus, T. (2021). Supportive study climate and academic performance among university students: the role of psychological capital, positive emotions and study engagement. International Journal of Quality and Service Sciences, 13(4), 585–600. https://doi.org/10.1108/ijqss-03-2020-0045
Szegedi, K., Győri, Z., & Juhász, T. (2024). Factors affecting quality of life and learning-life balance of university students in business higher education. Humanities and Social Sciences Communications, 11(1), 1–10. https://doi.org/10.1057/s41599-024-02603-7
Tang, Y., & He, W. (2023). Relationship between emotional intelligence and learning motivation among college students during the COVID-19 pandemic: a serial mediation model. Frontiers in Psychology, 14, 1–15. https://doi.org/10.3389/fpsyg.2023.1109569
Tho, N. D. (2023). Business students’ psychological capital and quality of university life: the moderating role of study crafting. Education + Training, 65(1), 163–177. https://doi.org/10.1108/et-05-2022-0176
Ullah, I., Hameed, R. M., & Mahmood, A. (2024). The impact of proactive personality and psychological capital on innovative work behavior: evidence from software houses of Pakistan. European Journal of Innovation Management, 27(6), 1967–1985. https://doi.org/10.1108/ejim-01-2022-0022
Vîrgă, D., Pattusamy, M., & Kumar, D. P. (2022). How psychological capital is related to academic performance, burnout, and boredom? The mediating role of study engagement. Current Psychology, 41, 6731–6743. https://doi.org/10.1007/s12144-020-01162-9
Wang, H., Ng, T. K., & Siu, O. (2023). How does psychological capital lead to better well-being for students? The roles of family support and problem-focused coping. Current Psychology, 42(42), 22392–22403. https://doi.org/10.1007/s12144-022-03339-w
You, J. W. (2016). The relationship among college students’ psychological capital, learning empowerment, and engagement. Learning and Individual Differences, 49(49), 17–24. https://doi.org/10.1016/j.lindif.2016.05.001
Zhang, L., Wider, W., Fauzi, M. A., Jiang, L., Tanucan, J. C. M., & Udang, L. N. (2024). Psychological capital research in HEIs: bibliometric analysis of current and future trends. Heliyon, 10, 1–13. https://doi.org/10.1016/j.heliyon.2024.e26607
Zhou, W., Feng, Y., & Jin, Q. (2024). How psychological capital impacts career growth of university students? The role of academic major choice. Journal of Career Development, 51(4), 431–446. https://doi.org/10.1177/08948453241253594
Zonatto, V. C. da S., Zanotto, J. Z., Silva, P. R. da, Degenhart, L., & Marquezan, L. H. F. (2020). Influência do capital psicológico na motivação para aprendizagem e aquisição de conhecimentos. Contabilidade Vista & Revista, 31(3), 193-224. https://doi.org/10.22561/cvr.v31i2.6116
Publicado
Como Citar
Edição
Seção
Licença
Copyright (c) 2026 Larissa dos Santos Pontes, Vinícius Costa da Silva Zonatto
Este trabalho está licenciado sob uma licença Creative Commons Attribution 4.0 International License.
Ao aceitar que seu manuscrito seja publicado no periódico Administração: Ensino e Pesquisa (RAEP), os autores declaram que o trabalho é de sua exclusiva autoria e assumem, portanto, total responsabilidade pelo seu conteúdo. Os autores concedem à RAEP uma licença de direitos não exclusivos para utilizar o trabalho das seguintes formas:
(1) vender e/ou distribuir o trabalho em cópias impressas ou em formato eletrônico;
(2) distribuir partes ou o trabalho como um todo com o objetivo de promover a revista por meio da internet e outras mídias digitais e impressas e;
(3) gravar e reproduzir o trabalho em qualquer formato, incluindo mídia digital.
Autores e leitores têm permissão para compartilhar o material, usá-lo em aulas, apresentações e também para outros fins, e criar novos conhecimentos a partir de qualquer publicação da RAEP, desde que seja atribuído o devido crédito ao trabalho original e os seus autores, por meio de citações, referências e outros meios.
O periódico adota medidas preventivas para identificar plágio por meio de software específico destinado para este fim.
A RAEP não cobra dos autores qualquer valor pela submissão ou publicação dos artigos aprovados.
Em consonância com as políticas da revista, a cada artigo publicado será atribuída uma licença Creative Commons CC-BY 4.0.
