Examining the impact of psychological capital on academic achievement and work performance: The roles of procrastination and conscientiousness
This study aimed at investigating the effect of Psychological Capital (PsyCap) on students’ academic achievement and employees’ performance through procrastination at different levels of conscientiousness. The proposed theoretical model was examined using a moderated-mediation regression technique....
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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Taylor & Francis Group
2021-12-01
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| Series: | Cogent Psychology |
| Subjects: | |
| Online Access: | http://dx.doi.org/10.1080/23311908.2021.1938853 |
| _version_ | 1831713535000838144 |
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| author | Abdul Saman Hillman Wirawan |
| author_facet | Abdul Saman Hillman Wirawan |
| author_sort | Abdul Saman |
| collection | DOAJ |
| description | This study aimed at investigating the effect of Psychological Capital (PsyCap) on students’ academic achievement and employees’ performance through procrastination at different levels of conscientiousness. The proposed theoretical model was examined using a moderated-mediation regression technique. The first group of participants comprised 1,670 university students from four major universities in the city of Makassar. Most of them were female (73.7%) with ages ranged from 17 to 24. The second group consisted of 400 employees (female, 57.5%) from five major organisations representing both private and public sectors in Makassar. The findings suggested that the students’ PsyCap had a negative direct impact on academic procrastination, but procrastination did not significantly impact students’ cumulative Grade-Point Average (GPA). The negative effect of PsyCap on students’ procrastination was stronger when students had low conscientiousness compared to high conscientiousness. On the other hand, employees’ PsyCap negatively predicted work procrastination and positively impacted the employees’ work performance. The results also indicated that procrastination negatively mediated the effect of PsyCap on employees’ performance. In brief, conscientiousness moderated the PsyCap-GPA relationship for students, while procrastination negatively mediated the PsyCap-employees’ performance relationship. |
| first_indexed | 2024-12-20T23:42:50Z |
| format | Article |
| id | doaj.art-4bc39505bba4454ab85e0e55c73d335d |
| institution | Directory Open Access Journal |
| issn | 2331-1908 |
| language | English |
| last_indexed | 2024-12-20T23:42:50Z |
| publishDate | 2021-12-01 |
| publisher | Taylor & Francis Group |
| record_format | Article |
| series | Cogent Psychology |
| spelling | doaj.art-4bc39505bba4454ab85e0e55c73d335d2022-12-21T19:23:02ZengTaylor & Francis GroupCogent Psychology2331-19082021-12-018110.1080/23311908.2021.19388531938853Examining the impact of psychological capital on academic achievement and work performance: The roles of procrastination and conscientiousnessAbdul Saman0Hillman Wirawan1Universitas Negeri MakassarDeakin University GeelongThis study aimed at investigating the effect of Psychological Capital (PsyCap) on students’ academic achievement and employees’ performance through procrastination at different levels of conscientiousness. The proposed theoretical model was examined using a moderated-mediation regression technique. The first group of participants comprised 1,670 university students from four major universities in the city of Makassar. Most of them were female (73.7%) with ages ranged from 17 to 24. The second group consisted of 400 employees (female, 57.5%) from five major organisations representing both private and public sectors in Makassar. The findings suggested that the students’ PsyCap had a negative direct impact on academic procrastination, but procrastination did not significantly impact students’ cumulative Grade-Point Average (GPA). The negative effect of PsyCap on students’ procrastination was stronger when students had low conscientiousness compared to high conscientiousness. On the other hand, employees’ PsyCap negatively predicted work procrastination and positively impacted the employees’ work performance. The results also indicated that procrastination negatively mediated the effect of PsyCap on employees’ performance. In brief, conscientiousness moderated the PsyCap-GPA relationship for students, while procrastination negatively mediated the PsyCap-employees’ performance relationship.http://dx.doi.org/10.1080/23311908.2021.1938853academicpsychological capitalprocrastinationwork performanceconscientiousness |
| spellingShingle | Abdul Saman Hillman Wirawan Examining the impact of psychological capital on academic achievement and work performance: The roles of procrastination and conscientiousness Cogent Psychology academic psychological capital procrastination work performance conscientiousness |
| title | Examining the impact of psychological capital on academic achievement and work performance: The roles of procrastination and conscientiousness |
| title_full | Examining the impact of psychological capital on academic achievement and work performance: The roles of procrastination and conscientiousness |
| title_fullStr | Examining the impact of psychological capital on academic achievement and work performance: The roles of procrastination and conscientiousness |
| title_full_unstemmed | Examining the impact of psychological capital on academic achievement and work performance: The roles of procrastination and conscientiousness |
| title_short | Examining the impact of psychological capital on academic achievement and work performance: The roles of procrastination and conscientiousness |
| title_sort | examining the impact of psychological capital on academic achievement and work performance the roles of procrastination and conscientiousness |
| topic | academic psychological capital procrastination work performance conscientiousness |
| url | http://dx.doi.org/10.1080/23311908.2021.1938853 |
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