Industrial and Organizational Psychology Studies

The Relationship of Teachers' Psychological Capital and Psychological Security with Studnts’ Academic Achievement

Document Type : Research Article

Authors

Fahimeh Nikkhah 1
Somaieh Salehi 2

1 MA of Counseling, South Tehran Branch, Islamic Azad University, Tehran, Iran

2 Assistant Professor, Department of Counseling, South Tehran Branch, Islamic Azad University, Tehran, Iran

https://doi.org/10.22055/jiops.2019.31310.1148
Abstract
Introduction
Education specialists have increasingly focused on studying the factors that influence academic achievement over the last three decades (Gibbsons, 2007). As positive psychology progresses, its applications to the workplace are expanding, such as positive organizational behavior, positive organizational research, and more recently, psychological capital (Golparvar, Fathi, Kazemi,& Rahmati azar monabadi., 2019). The psychological resources created by the positive emotions of the employees may lead to positive psychological states in the employees, such as their sense of psychological security (Ardalan, Ghanbari, Zandi, & Seif Panahi, 2013). Therefore, considering the role of teachers as the most important factor in the success of the educational system, as well as the role of their psychological capital and psychological security in students' inner passion and motivation, these two can improve the teaching-learning environment and thus to improve students' academic achievement. The aim of the present study was to investigate teachers' psychological capital and psychological security with students' academic achievement.
Method
The research method was descriptive-correlational type. The statistical population of the study consisted of teachers and high school students of the district 6 of the Ministry of Education in Tehran. From this population, 50 teachers and 184 students were selected by convenience sampling method. Data were collected using Lutz Psychological Capital, Edmonson Pychological Security, and Saatchi Educational Achievement Questionnaires. Data were analyzed by Pearson correlation and regression analysis.
 
Results
Findings showed that teachers' psychological capital and psychological security have positive and significant relationship with academic achievement. According to the results of multiple regression analysis, the variables of hope, resilience, optimism, efficiency, team usefulness, psychological safety, and learning behavior and team performance of teachers at a significance level less than 0.05 can predict students' academic achievement. Among the components of psychological capital, resilience, optimism, and efficacy are the most important predictors of student achievement.
 
Discussion
Given the importance of teachers’ psychological capital, it is recommended that school principals select teachers with this charateristic, provide opportunities such as educational courses, conferences and congresses and desirable educational quality. Also, giving teachers the freedom to act, increasing mutual respect, honesty, and openness in the workplace will enhance teachers' sense of psychological security.
 

Keywords

psychological capital
psychological security
academic achievement
Afrooz, G. A. (2011). Sense of safety. Jornal of Peyvand, 13(2), 3-4. (Persian)
Ardalan, M., Ghanbari, S., Zandi, Kh., & Seif Panahi, H. (2013). Modeling the relationship between psychological empowerment, workplace spirituality and sense of psychological safety among nurses. Journal of Nursing Management, 2(2), 69-79. (Persian)
Bergheim, K., Eid, J., Hystad, W., Birkeland, M., Mearns, K., & Larsson, G. (2013). The role of psychological capital in perception of safety climate among air traffic controllers. Journal of Leadership & Organizational Studies, 20(2), 232-241.
Carmona, M., & Salanova, M. (2019). How psychological capital mediates between study related positive emotions and academic performance. Journal of Happiness Studies February, 20(2), 605-617.
Cole, P., & Chan, L. (1994). Teaching principles and practice. New York: Prentice- Hill.
Edmonson, A. (1999). Psychological safety and learning behavior in work teams. Journal of Administrative Science Quarterly, 44(3), 350-383.
Forohar, M. (2011). Positivism in work. Journal of Management, 15(2), 2-6. (Persian)
Gayle, B., & Preiss, R. (2006). Classroom communication and instructional: Advances through Meta-Analysis processes. Journal of Adlerian Theory Research on Patricie, 42(2), 261-265.
Gibbsons, P. (2007). Mediating language learning: Teacher interactions with ESL students and a content-based classroom. Journal of Educational Psychology, 60(3), 255-265.
Havelka, D. (2003).Predicting software self-efficacy among business students; a preliminary assessment. Journal of Information Systems Education, 14(2), 145-152.
Heidari, N. (2017). Important indicators in academic achievement students. Journal of Studying Psychology and Educative Sciences, 3(2), 53-67. (Persian)
Hodges, T. (2010). An experimental study of the impact of psychological capital on performance, engagement and the contagion effect. PhD Thesis, Faculty of Graduate College, University of Nebraska, Nebraska.
Hooman, H. A. (2014). Investigating the relationship between team beliefs, mental security, and team benefits on the performance of Hamedan sheriff’s offices. Journal of Hamedan Law Enforcement Knowledge, 1(1), 55-78. (Persian)
Hoseinpor, D., Armandee, M., & Valadi, R. (2016). The effect of psychological capital on knowledge sharing mediated by the feeling of psychological security. Journal of Research and Planning in Higher Education, 22(4), 133-154. (Persian).
Kessel, M., Kratzer, J., & Schultz, C. (2012). Psychological safety, knowledge sharing, and creative performance in healthcare teams. Creativity and Innovation Management, 21(2), 147-157.
Kruzich, M., Mienko, A., & Courtney, M. (2014). Individual and work group influences on tower intention among public child welfare workers: The effects of work group psychological safety. Children and Youth Services Review, 2(4), 20-27.
Luthans, F. (2002). The need for and meaning of positive organizational behavior. Journal of Organizational Behavior, 23(4), 695-706.
Luthans, F., Youssef, C., & Avolio, B. J. (2007). Psychological Capital: Developing the human competitive edge. Oxford, England: Oxford University Press.
Matzler, K. (2017). Personality traits and knowledge sharing. Jornal of Economic Psychology, 9(2), 301-313.
Mehran, M. (2013). The relationship between tissue factors, academic achievement. master’s degree in educational psychology, school of psychology. M.A. Thesis, Educational Psychology, University of Tehran, Tehran. (Persian)
Mirzaee, Z., & Gholparvar, M. (2019). The effect of psychological capital on job performance with due to the mediating role of job satisfaction and organizational commitment employees. Journal of Knowledge & Research in Applied Psychology, 20(1), 1-12. (Persian)
Savadkoohi, A., & Motamedi, A. (2017).The Relationship between dimensions of psychological capital and job performance. Journal of Industrial and Organizational Psychology Studies, 4(1), 59-74. (Persian)
Seligman, M. (2000). Positive psychologist: An lanttoduction. Journal of American Psychologist, 55(1), 5-14.
Shams, Gh. R., & Khaligian, S. (2013). The influence of security oriented leadership components on employee's mental security feeling: The mediating role of leadership effectiveness. Journal of Modern Educational Thoughts, 9(4), 34-55. (Persian)
Thomoson, K., & Anderson, P. (2008). Classroom observations: Reducing tensions and enhancing teacher's practice. Journal of Introduction to Classroom Observation, 6(5), 136-168.
Tucker, A., Nembhard, I., & Edmondson, A. (2011). Implementing new practices: An empirical study of organizational learning in hospital intensive care units. Management Science, 53(6), 849-907.
Zhang, Y., Fang, Y., Wei, K., & Chen, H. (2011). Exploring the role of psychological safety in promoting the intention to continue sharing knowledge in virtual communities. International Journal of Information Management, 30(6), 425-436.
Industrial and Organizational Psychology Studies
Volume 6, Issue 2
July 2019
Pages 193-212

  • Receive Date 05 October 2019
  • Revise Date 09 November 2019
  • Accept Date 15 December 2019

Home

Editorial Board

Editorial Staff

Publication Ethics

Submit Manuscript

Reviewers

Contact Us