What Are the Potential Predictors of Psychological Capital for Chinese Primary School Teachers?

Xinjie Chen; Guang Zeng; Edward C. Chang; Hoi Yan Cheung

doi:10.3389/feduc.2019.00050

Frontiers in Education (Jun 2019)

What Are the Potential Predictors of Psychological Capital for Chinese Primary School Teachers?

Xinjie Chen,
Guang Zeng,
Edward C. Chang,
Hoi Yan Cheung

Affiliations

Xinjie Chen: Graduate School of Education, Stanford University, Stanford, CA, United States
Guang Zeng: Department of Psychology, Tsinghua University, Beijing, China
Edward C. Chang: Department of Psychology, University of Michigan, Ann Arbor, MI, United States
Hoi Yan Cheung: Faculty of Education, University of Macau, Macau, China

DOI: https://doi.org/10.3389/feduc.2019.00050
Journal volume & issue: Vol. 4

Abstract

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This study aimed to explore the cognitive and affective factors that predict the Psychological capital (PsyCap) of Chinese primary school teachers. The participants were 1,384 teachers from 34 primary schools in Chengdu city, in southwestern part of China. A resource model of PsyCap was proposed and tested using structural equation modeling (SEM). The model was tested with two independent variables of growth mindset and well-being as predictors of PsyCap. Results showed that both cognitive construct (i.e., growth mindset) and affective construct (i.e., well-being) were positively and significantly related to the PsyCap. In addition, SEM results indicated a significant influence of both growth mindset and well-being on all the variables of PsyCap (i.e., Efficacy, Hope, Optimism, and Resilience). Explanations and implications were discussed for the findings, and some limitations were also discussed.

Published in Frontiers in Education

ISSN: 2504-284X (Online)
Publisher: Frontiers Media S.A.
Country of publisher: Switzerland
LCC subjects: Education: Education (General)
Website: http://journal.frontiersin.org/journal/education

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