Abstract
In this study, the author establishes and tests a model in which psychological capital and autonomy affect the innovative performance in education. In addition, the role of the moderator (autonomy) is also considered in the relationship between psychological capital and innovative performance. Unlike most previous studies, such as the relationship between psychological capital, autonomy and dependent variable of innovative performance is often established. The difference, in this study, is that autonomy also plays a role in moderating the relationship between psychological capital and innovative performance. For this study, a survey sample of 440 responses were collected from lecturers in universities in the southern of Vietnam. The author used AMOS 24 software to test the structural model. Research results show that, all hypotheses are statistically significant. The results also show that, in addition to the direct impact, autonomy also enhances the relationship between psychological capital and innovative performance. The results, once again, confirm the relationship between positive psychological capital and innovative performance in a transition economy of a developing country. Besides, from those results of the study, implications are also given to promote creativity in universities.
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