Definition and importance of the psychological capital, its developmental possibilites in the education

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Renáta Krisztina Szabó
Szilvia Fodor

Abstract

With the appearance of positive psychology, interventions aiming individual and social development are gaining more and more importance (Seligman & Csikszentmihalyi, 2000). Psychological capital which originates from the positive organizational behaviour offers a new opportunity to develop through positive education. The components of PsyCap (Psychological Capital), which are self-efficacy, optimism, hope and resilience, are well-known and thoroughly studied concepts and separately have already gained importance in the research of psychological well-being and student achievement. Until now PsyCap as a core construct has only been studied in organizational and higher education environment. Results suggest that PsyCap as a whole, its components strengthening each other has a significant effect on academic and work performance, well-being, satisfaction and the development of psychological resources (Avey et al, 2011; Jafri, 2013).Concurrently, organizational psychology terms (work performance, employee attitudes, positive organizational behaviour and work climate), which can be researched, can be interpreted in a slightly modified way  in the field of school psychology as well. Thus the study and the development of PsyCap as a whole would presumably have positive impacts in primary and secondary school as well. In our study, we review the theoretical background and the research results of the psychological capital along with the implementation options for schools. We explain why PsyCap may be greater than the sum of its parts (Luthans et al, 2007a), and how it can be applied in educational practice. At the end of the study we introduce some intervention practices which aim to develop psychological capital. When these practises are adapted in a system oriented manner and matched to learning processes academic performance can be enhanced as well as the psychological well-being of students and teachers.

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Szabó, R. K., & Fodor, S. (2020). Definition and importance of the psychological capital, its developmental possibilites in the education. Iskolakultúra, 30(10), 65–82. Retrieved from https://iskolakultura.hu/index.php/iskolakultura/article/view/33979
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References

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