This study provided further evidence that engineering FGC students hold multiple forms of psychological capital by 1) showing they hold positive motivational goal orientations and 2) demonstrating how their motivational goals orient them toward adaptive learning approaches and inform positive academic self-perceptions and persistence.
In the paper, I define psychological capital as positive self-perceptions, belief in one’s capabilities, and use of effective learning resources and assets to achieve various performance outcomes, including academic achievement, engagement, and persistence. The internal strength used to resist different forms of oppression that helped students throughout their academic trajectories can be considered a form of capital.
Additionally, this study provided empirical evidence to support the addition of psychological capital to the community cultural wealth taxonomy.
Full Access to the article can be found here: https://www.tandfonline.com/doi/full/10.1080/26906015.2024.2393123#abstract
Engineering FGC Students’ Achievement Motivational Profiles
Key Findings
