Abstract
This study aims to analyze the mediating role of psychological capital (PsyCap) in the relationship between network centrality and internal learning in teams. A questionnaire was administered to 480 undergraduate students to test this relationship. The results confirmed the positive relationship between network centrality and internal learning in teams, and a mediating role of PsyCap in the relationship between student network centrality and internal learning in teams. This study suggests that it is important to promote centrality in advice networks among undergraduate students. In addition, this study might raise awareness among students, teachers, and public policymakers about the need to promote a socially responsible environment in higher education institutions.
Highlights
The learning development can be considered complex because it can flow within a community since its members can have similar experiences, share the same language, and have a mutual understanding of specific problems (Huber, 1991)
We argue that the analysis of network centrality can provide a great theoretical and practical contribution to a broader understanding of the influence of psychological capital (PsyCap) in the internal learning process
Network centrality data generated with UCINET after correcting participants’ centrality score due to the different sizes of the advice networks were entered into an SPSS V.25 software file along with the other latent constructs, namely PsyCap and internal learning in teams
Summary
The learning development can be considered complex because it can flow within a community since its members can have similar experiences, share the same language, and have a mutual understanding of specific problems (Huber, 1991). In educational settings, You (2016) has found that the development of students’ learning skills allows them to overcome uncertainties regarding the labor market, due to high unemployment rates and low job security, and facilitates the achievement of future goals. Given that previous studies provided evidence that the expected benefits of the learning process include increases in students’ civic responsibility and social justice, as well as the development of interpersonal and social problemsolving skills (McElravy et al, 2017)
Sign-in/Register to view highlights & summary 
Published Version (
Free)
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call