Causality Orientations as Predictors of Academic Psychological Capital Among University Students: A Path Analysis

Abstract

Academic psychological capital (PsyCap), defined as a composite of hope, efficacy, optimism, and resilience, has been found to consistently predict student motivation, engagement, and achievement, but there have been few direct studies of the link with self-determination theory (SDT) orientations to cause. This is somewhat counterintuitive in that both frameworks are focused on questions of student agency and regulation. To fill this gap, the present study examined autonomous, controlled, and impersonal causal orientations as predictors of academic PsyCap among university students, with the covariates being grade point averages (CGPA) and age. The students of 5th-8th Semester BS Honors and MSc programs of the University of Sargodha were selected by a convenience sampling method, with a total sample size of 300 (150 boys and 150 girls). Academic PsyCap was quantified using a composite of four existing scales, and the General Causality Orientation Scale (GCOS) (Deci & Ryan, 1985) was used for assessing causality orientations. The results of the path analysis revealed that autonomous (controlled) causality orientation positively predicted academic PsyCap, while impersonal causality orientation negatively predicted academic PsyCap. The CGPA also appeared to be a positive predictor with no significant relation with the outcome in the case of age. A good fit of the data was obtained with the model. The results expand the application of self-determination theory to the academic context of PsyCap, and indicate that autonomy-supportive and (to a certain degree) pressure-driven regulation styles are linked to psychological resourcefulness among students, whereas an experience of impersonal, uncontrollable outcomes seems to negatively affect it. Consequences for student support programs and suggestions for future longitudinal studies are considered.