Psychological capital as moderator of stress and achievement

Abstract

Stress reactions occur when an environmental event taxes one's ability to cope. Several studies reveal that stress has a direct as well as interaction effect on academic achievement of students. Psychological capital is a resource for personal development with the features of self-reliance while dealing with the challenges (self-efficacy), positive expectations for the future success (optimism), being full of determination (hope), and accomplishment in spite of obstacles (resilience) (Luthans and Youssef, 2004). The purpose of the present study to find out the moderating role of Psychological Capital in the relationship between stress and academic achievement. A sample of 210 students (14- 18 years) was incidentally selected from Government schools in rural areas. Psychological capital scale was developed by researcher. Stress was measured with the help of an inventory by (Tubesing and Tubesing, 1983) which assesses symptoms of physical, emotional and mental stress. An average marks obtained by a student throughout one academic session was used as a measure of academic achievement. Psychological capital was found to be positively correlated with academic achievement and negatively correlated with stress. The results revealed that Psychological capital moderate the relationship between stress and academic achievement. The study implies that psychological capital enhances the capability of students helping them to improve their academic performance.