The moderating role of psychological capital in the relationship between school-related stress and outcomes of academic achievement and behavior problems among students with health impairments
Subject Areas : PsychologyForozan Gholipoor 1 , Kolsom Akbarnataj Bisheh 2
1 - . Master of Clinical Psychology, Faculty of Psychology and Educational Sciences, Islamic Azad University, Sari Branch, Sari, Iran.
2 - Assistant Professor, Department of Nursing, Islamic Azad University, Sari Branch, Sari, Iran.
Keywords: School-related stress, Psychological capital, Academic achievement, Behavior problems, Moderating role, Students with health impairments,
Abstract :
Several studies have examined the relationship between school-related stress and outcomes of academic achievement and behavioral problems. However, very few studies have been conducted to assess the moderating role of psychological capital in this relationship, especially focusing on students with health impairments. The present study was conducted to investigate the relationship between school-related stress and psychological capital with academic achievement and behavioral problems in students with health impairments, as well as the possible moderating effect of psychological capital in the relationship between stress and behavioral problems with school. The study included 174 students with health impairments in Shahrsari. The instruments used for the study included a demographic questionnaire, a scale of perceived school-related stress, a psychological capital questionnaire, a behavioral problems questionnaire, and a review of educational records. Descriptive statistics, structural equation modeling, and multi-group structural equation modeling were used to analyze the data. The results showed that school-related stress was significantly and negatively related to academic achievement and positively related to behavioral problems. Psychological capital was positively and significantly associated with academic achievement and negatively associated with behavioral problems. Higher levels of psychological capital had a significant moderating role in the relationships between school-related stress and both academic achievement outcomes and behavioral problems. This finding suggests that psychological capital is a positive resource for coping with the detrimental effects of school-related stress on academic achievement and behavioral problems in students with health disorders.
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