The interactive effect of psychological capital and social support on learning engagement of undergraduate students

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Tassanee Homklin
Araya Pontanya
Chaiyun Sakulsriprasert


The purposes of this research were (1) to examine the relationship between psychological capital and learning engagement, and (2) to investigate the moderating role of social support on the relationship between psychological capital and learning engagement. The population of this study was Chiang Mai University undergraduate students enrolled in the 2018 academic year. The sample consisted of 874 undergraduate students selected by using proportional stratified random sampling. The research instruments were psychological capital scale, learning engagement scale, and social support scale. Reliability of the scales was .94, .91, and .87 respectively. This study used statistical hierarchical multiple regression analysis by PROCESS Macro (Model 1) to test the hypotheses. The results showed that psychological capital was significantly positively correlated with learning engagement of undergraduate students (p < .001). In addition, social support, particularly family support, was a moderator on the relationship between psychological capital and learning engagement in undergraduate students (p < .05 and p < .01). Furthermore, psychological capital and social support of undergraduate students explain 38.02 percent variance of learning engagement (R2 = 0.380). The findings of this research show that the interaction between psychological capital and social support increase learning engagement. Therefore, the university should promote teaching and learning activities to enhance the interaction of psychological capital and social support to develop students’ learning engagement in the future.


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