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Issue 5(1), October 2010 -- Paper Abstracts
Girard  (p. 9-22)
Cooper (p. 23-32)
Kunz-Osborne (p. 33-41)
Coulmas-Law (p.42-46)
Stasio (p. 47-56)
Albert-Valette-Florence (p.57-63)
Zhang-Rauch (p. 64-70)
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Mattare-Monahan-Shah (p. 79-94)
Nonis-Hudson-Hunt (p. 95-106) 



JOURNAL OF HIGHER EDUCATION THEORY AND PRACTICE 

The Relationships between Psychological Capital and GPA: A Study of One Freshmen Cohort


Author(s): Johanna Sweet, Susan Swayze, Kaitlin Busse

Citation: Johanna Sweet, Susan Swayze, Kaitlin Busse, (2019) "The Relationships between Psychological Capital and GPA: A Study of One Freshmen Cohort",  Journal of Higher Education Theory and Practice, Vol. 19, ss. 2, pp. 129-146

Article Type: Research paper

Publisher: North American Business Press

Abstract:

This survey research study examined the relationships between psychological capital and GPA among a cohort of college freshmen attending a small private residential liberal arts college. The survey, consisting of measures of psychological capital and demographic variables, received a response rate of 76% (n=388). Each psychological capital construct – hope, self-efficacy, resilience, and optimism – had a positive and statistically significant relationship with academic performance as measured by GPA. Psychological capital, and all four psychological constructs – hope, self-efficacy, resilience, and optimism – were statistically significant predictors of spring semester GPA.