This study was an investigation of the relationship between past and present learning experiences of first-year college students and of how the psychological capital and academic self-efficacy they had accrued from past learning experiences were correlated with their current learning engagement. Longitudinal data were collected to examine how students' learning experiences in high school impacted their learning in college. Structural equation modeling (SEM) and bootstrapping techniques were employed in data analysis. Results indicated that psychological capital and academic self-efficacy functioned as mediators between students' past learning experience and present learning engagement. Overall, the findings highlight the importance of these two psychological constructs and suggest that postsecondary institutions should provide learning environments that support these factors to ensure student success.
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| http://dx.doi.org/10.1177/00332941221077026 | DOI Listing |
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