The impact of psychological capital on university students’ academic achievement mediated through academic engagement

Abstract

This study examined the impact of psychological capital on university students' academic achievement mediated through academic engagement. A quantitative research method with a cross-sectional correlational design was employed. Data was collected using validated questionnaires from regular undergraduate engineering students (N = 321) at Bahir Dar University in Ethiopia, selected by stratified random sampling. Structural equation modeling was the main data-analyzing technique. The study found that psychological capital significantly and positively impacted students’ engagement and academic achievement. Academic engagement played a partial mediation role in the relationship between psychological capital and academic achievement. From the findings, it can be concluded that psychological capital and academic engagement are potential factors for students’ better academic outcomes, highlighting the need for interventions that strengthen psychological resources and increase student engagement to improve academic performance.