The Effect of Psychological Capital Training on Students’ Academic Engagement and Positive Emotions

The objective of the current investigation is to ascertain the effect of psychological ca​pital training on students’ academic engagement and positive emotions. The experimental investigation employed a pretest-posttest and control group design. In the latter part of 2022, the statistical population of the research comprised all middle school male students in Bandar-e Emam Khomeyni city. The 60 students in this study were randomly assigned to the experimental and control groups, with each group consisting of 30 students. The students were selected through multistage random sampling. The experimental group participated in ten sessions of psychological capital education, each lasting 90 minutes. The academic engagement questionnaire (AES) and the achievement emotions questionnaire (AEQ) were incorporated into the investigation. The data were analyzed using SPSS-25 software for multivariate and univariate ANCOVA. The results indicated that the engagement and positive academic emotions of students were significantly impacted by psychological capital training (p<0.01). However, the impact of this educational intervention on the emotion of learning enjoyment was not statistically significant (p>0.152). The present study’s results suggest that the training of psychological capital through the use of hope, optimism, self-efficacy, and resilience training could be considered an effective intervention for enhancing academic engagement and positive academic emotions in students.