The Relative Contribution of Psychological Capital, Academic Burnout, Academic Buoyancy, And Academic Procrastination in Predicting Psychological Flourishing Among Students of The College of Education

Document Type : Original Article

Author

A teacher in the Department of Educational Psychology and Educational Statistics at the Faculty of Education, Al-Azhar University, Dakahlia

10.21608/jsrep.2025.422549

Abstract

The current research aims to identify the relative contribution of psychological capital, academic burnout, academic Buoyancy, and academic procrastination in predicting psychological flourishing among students of the Faculty of Education and to reveal the relationship between them. It also aims to uncover the effect of the education variable (Azhar - General) and its interaction in psychological flourishing, psychological capital, academic burnout, academic Buoyancy, and academic procrastination. The research scales were prepared by the researchers, and the current research tools were applied to 150 students from the Faculty of Education.
Acceptable indicators of validity and reliability were achieved. The current research relied on the correlational descriptive method, and the research tools were applied in the field to (453) students. The current research found a statistically significant positive correlation between psychological flourishing (dimensions and overall score) and both the overall score and the dimensions of (psychological capital and academic Buoyancy). There was also a statistically significant negative correlation between psychological flourishing (dimensions and overall score) and both (academic burnout and academic procrastination). The results also indicated that psychological flourishing among students of the Faculty of Education can be predicted through psychological capital, academic burnout, academic Buoyancy, and academic procrastination.
The results also indicated that there are no statistically significant differences between the mean scores of the research sample members according to the education variable (Azhar – General) in terms of psychological flourishing, psychological capital, academic burnout, and academic procrastination; except for academic Buoyancy, where there are statistically significant differences according to the education variable (Azhar – General) in favor of Azhar education. The research yielded recommendations and research suggestions for stakeholders, including officials, parents, and researchers.

Keywords


Abu Al-Nasr, Nagwa Fouad Ibrahim, & Al-Abdali, Badria Haji. (2022). Academic Procrastination in Piano Courses in Specialized Colleges: Problems and Solutions. The Scientific Journal of IMSIA: Education Through Art, (30), 555–573.
Abu Ghazal, Muawiya Mahmoud. (2012). Academic Procrastination: Its Prevalence and Causes from the Perspective of University Students. Jordanian Journal of Educational Sciences, 8(2), 131–149.
Ahmed, Nermeen Aouni Mohamed. (2018). The Effectiveness of a Program Based on Emotional Intelligence Dimensions in Reducing Academic Burnout and Academic Delay Among Second Preparatory Grade Students. Journal of Childhood and Education, 10(36), 141–212.
El-Asar, Safaa. (2012). Flourishing – Human Strengths from the Perspective of Positive Psychology. Paper Presented at the Psychology and Human Positive Potential in the Arab World Conference, Department of Psychology, Faculty of Arts, Cairo University, pp. 3–16.
Al-Jarrah, Abdul Nasser Thiab Dheeb, & Al-Rabee, Faisal Khalil Saleh. (2020). Academic Passion and Its Relationship to Academic Burnout Among Yarmouk University Students. Jordanian Journal of Educational Sciences, 16(4), 519–539.
Al-Harbi, Jaber Hamad Jaber. (2020). Self-Compassion and Its Relationship to Academic Burnout Among High School Students. Youth Researchers Journal in Educational Sciences, (3), 75–98.
Al-Harbi, Jaber Hamad Jaber. (2021). Flow in Study and Self-Compassion as Predictors of Academic Burnout Among High School Students. Arab Journal of Educational and Psychological Sciences, (22), 165–199.
Hussein, Adnan Ali. (2023). Positive Thinking and Its Relationship to Academic Flourishing Among University Students. Lark Journal for Philosophy, Linguistics, and Social Sciences, (51), 548–569.
Al-Rashdan, Abeer. (2023). Psychological Flourishing and Future Orientation Among University Students: A Comparative Study. Journal of the Faculty of Education in Psychological Sciences, 47(4), 101–122.
Al-Shehri, Ali Bin Abdul Rahman. (2020). Academic Burnout and Its Relationship to Academic Well-being Among High School Students. Arab Journal of Educational and Psychological Sciences, (17), 179–204.
Sherman, James R. (2010). Stop Procrastinating and Start Working (Translated by Mohamed Taha Ali). Riyadh, Saudi Arabia: Dar Al-Ma’rifa for Human Development.
Saleh, Ali Abdul Rahim, & Saleh, Zina Ali. (2012). Academic Procrastination and Its Relationship to Time Management Among Education College Students. Arab Studies in Education and Psychology, 32(3), 241–271.
Taha, Riyad Suleiman El-Sayed. (2021). Structural Model of the Relationship Between the Big Five Personality Traits, Self-Compassion, and Psychological Flourishing Among University Students. Egyptian Journal of Psychological Studies, 31(110), 231–292.
Ashour, Walaa Mahmoud; Khalil, Zeinab Mohamed; & Atiyah, Aisha Ali. (2022). Academic Procrastination in Light of Some Demographic Variables Among University Students. Fayoum University Journal of Educational and Psychological Sciences, 16(9), 1928–1973.
Al-Abaji, Nada Fattah. (2023). The Level of Positive Psychological Capital: A Comparative Study Between Centrally Appointed Colleges and Other Colleges. Rumah Journal for Research and Studies, (77), 197–223.
Abdulaziz, Asmaa Hamza Mohamed, & Ayoub, Sally Nabil Atta. (2022). Modeling Causal Relationships Between Academic Flourishing, Family Communication Styles, Optimal Personality Goals, Academic Passion, and Psychological Flourishing Among High School Students. Educational Journal, 95, 899–1007.
Abdulaziz, Abdelaziz Mahmoud. (2022). The Relative Contribution of Psychological Capital and Emotional Intelligence in Predicting Psychological Flourishing Among University Youth. Journal of the Faculty of Education in Psychological Sciences, 46(1), 211–287.
Abdel-Majid, Amani Farhat. (2021). Academic Flourishing and Its Relationship to Psychological Flow and Mindfulness Among a Sample of Students from the Faculty of Education, Damanhour University. Journal of the Faculty of Education in Psychological Sciences, 45(3), 163–238.
Al-Ubaidi, Afraa Ibrahim Khalil Ismail. (2019). Psychological Flourishing Among University Students in Light of Some Variables. Algerian Journal of Research and Studies, 2(8), 37–55.
Arfi, Kareem Mohamed Saeed Hassan. (2021). Modeling Causal Relationships Between Psychological Flourishing, Tolerance, and Wisdom Among Students of the Faculty of Education. Educational Journal, 88, 1271–1364.
Ali, Amani Adel Saad. (2020). The Structural Model of the Relationship Between Self-Compassion and Academic Flourishing Among First-Year Secondary Students. Journal of the Faculty of Education, 31(121), 224–282.
Ali, Ahmed Ramadan Mohamed. (2020). Academic Buoyancy as a Mediating Variable Between Family Secondary Trauma Stress and Cognitive Flourishing Among University Students. Tabuk University Journal for Humanities and Social Sciences, 8, 57–91.
Aliwa, Hanaa Rifaat Abdel-Latif. (2023). Predicting Academic Procrastination Through Academic Buoyancy and Mind Wandering Among Students of the Faculty of Technology and Education at Sohag University. Journal of the Faculty of Education, 89(3), 1468–1523.
Al-Qallaf, Fathi Jawad Hussein. (2023). The Structural Model of Relationships Between Flourishing, Psychological Capital, and Occupational Burnout Among Secondary School Teachers in Kuwait. World of Education, (82), 14–119.
Mahmoud, Omnia Gamal Khaled; Abdo, Nermeen Mahmoud; & Sayed, Yasmin Salah Rashad. (2024). Psychometric Properties of the Psychological Flourishing Scale and Its Relationship Among University Students. Journal of the Faculty of Education, 21(121), 162–188.
Nassar, Essam Gomaa, & Abdel-Rahman, Mohamed. (2016). The Effect of Training on Some Self-Regulated Learning Strategies on Academic Delay Among Academically Lagging University Students. Arab Studies in Education and Psychology, Saudi Arabia, (77), 347–383.
Heba, Mohamed Ahmed Ali, & Rizk, Zeinab Shaaban. (2021). Psychological Resilience and Its Relationship to Psychological Immunity and Psychological Flourishing Among Student Teachers. Journal of Psychological Counseling, (68), 55–97.
ثالثًا: المراجع الأجنبية
Abdellatif, M. S. (2023). The mediating role of passion in the relationships between academic identity and psychological flourishing of university students. Information Sciences Letters12(1), 299-313.‏
Afzal, S., & Jami, H. (2018). Prevalence of academic procrastination and reasons for academic procrastination in university students. Journal of Behavioural Sciences, 28(1), 51-69.‏
Al-Attiyah, A. (2010). Academic Procrastination and its Relation to Motivation and Self-efficacy: The Case Qatari Primary School. - Corey, g. (2009) Theory and Practice of counseling and Psychotherapy, Eighth Edition, Brooks cole
Al-Zyoud, M.F. & Mert, I.S. (2019) Does employees’ psychological capital buffer the negative effects of incivility? EuroMed Journal of Business, 14(3), 239–250. https://doi.org/10.1108/emjb-03-2018- 0021
Asif. S. (2011). Clinical implications of academic procrastination. Doctoral Dissertation, Alliant international university. Los Angeles
Avey, J. B., Luthans, F., Smith, R. M., & Palmer, N. F. (2010). Impact of positive psychological capital on employee well-being over time. Journal of occupational health psychology, 15(1), 17.‏
Balkis, M. (2013). Academic procrastination, academic life satisfaction and academic achievement: the mediation role of relational beliefs about studying. J. Cogn. Behav. Psychother. 13, 57–74. Available online at: https://www.researchgate.net/profile/Murat_Balkis/publication/236173872
Belozerova, L., Zakharova, L., Silakova, M., & Semikasheva, I. (2018). Studying the phenomenon of early burnout of pedagogical university students. Psychology and Psychotherapy, Research Study, 1(1), 1-7.‏
Biswas-Diener, R. (2011). Positive psychology as social change. London: Springer.‏
Bostwick, K. C., Martin, A. J., Collie, R. J., Burns, E. C., Hare, N., Cox, S., ... & McCarthy, I. (2022). Academic buoyancy in high school: A cross-lagged multilevel modeling approach exploring reciprocal effects with perceived school support, motivation, and engagement. Journal of Educational Psychology114(8), 1931.‏
Çakır, S., Akça, F., Kodaz, A. F., & Tulgarer, S. (2014). The survey of academic procrastionation on high school students with in terms of school burn-out and learning styles. Procedia-Social and Behavioral Sciences, 114, 654-662.‏
Carver, C. S., Scheier, M. F., & Segerstrom, S. C. (2010). Optimism. Clinical psychology review, 30(7), 879-889.
Cetin,F,(2011).The effect of the organizational psychological capital on the attitudes of commitment and satisfaction: A public sample in Turkey, European journal of social science,  21( 3), 374-380.
Chow, H. P. (2011). Procrastination among undergraduate students: effects of emotional intelligence, school life, self-evaluation, and self-efficacy. Alberta journal of educational research, 57(2), 234-240.‏
Collie, R., Martin, A., Malmberg, L., Hall, J., & Ginns, P. (2015). Academic buoyancy, student’s achievement, and the linking role of control: a cross-lagged analysis of high school students. British Journal of Educational Psychology85(1), 113–130. https://doi.org/10.1111/bjep.12066.
Datu, J. A. D., & Yang, W. (2021). Academic buoyancy, academic motivation, and academic achievement among Filipino high school students. Current Psychology40(20), 3958–3965. https://doi.org/10.1007/s12144-019-00358-y
Di Fabio, A. (2017). Positive healthy organizations: Promoting well-being, meaningfulness, and sustainability in organizations. Frontiers in psychology, 8, 1938.‏
Diener, E., Wirtz, D., Tov, W., Kim-Prieto, C., Choi, D. W., Oishi, S., & Biswas-Diener, R. (2010). New well-being measures: Short scales to assess flourishing and positive and negative feelings. Social indicators research, 97, 143-156.‏
Etebarian,(2012).The Relationship between psychological capital and organizational commitment, Journal of Business Management, 61( 14),. 23 -58.
Finch, J., Farrell, L. J., & Waters, A. M. (2020). Searching for the HERO in youth: Does psychological capital (PsyCap) predict mental health symptoms and subjective wellbeing in Australian school-aged children and adolescents? Child Psychiatry & Human Development, 51(6), 1025-1036.‏
Freire, C., Ferradas, M. D. M., García-Bértoa, A., Núñez, J. C., Rodríguez, S., & Piñeiro, I. (2020). Psychological capital and burnout in teachers: The mediating role of flourishing. International Journal of Environmental Research and Public Health17(22), 8403.
Grunschel, C., Schwinger, M., Steinmayr, R., and Fries, S. (2016). Effects of using motivational regulation strategies on students' academic procrastination, academic performance, and well-being. Learn. Individ. Differ. 49, 162–170. doi: 10.1016/j.lindif.2016.06.008
Hernández Varas, E., Labrador Encinas, F. J., & Méndez Suárez, M. (2019). Psychological capital, work satisfaction and health self-perception as predictors of psychological wellbeing in military personnel. Psicothema.‏
Hirvonen, R., Yli-Kivistö, L., Putwain, D. W., Ahonen, T. P. S., & Kiuru, N. (2019). School-related stress among sixth-grade students—Associations with academic buoyancy and temperament. Learning and Individual Differences, 70, 100–108. https://doi.org/10.1016/j.lindif.2019.01.012
Huppert, F. A., & So, T. T. (2013). Flourishing across Europe: Application of a new conceptual framework for defining well-being. Social indicators research, 110, 837-861.‏
Hussain, I, Sultan, S. (2010). Analysis of Procrastination Among University Student. Presidia Social and Behavioral Sciences. 5., 1879- 1904.
Hwang, E., & Kim, J. (2022). Factors affecting academic burnout of nursing students according to clinical practice experience. BMC Medical Education22(1), 346.‏
Jahedizadeh, S., Ghonsooly, B., & Ghanizadeh, A. (2019). academic buoyancy In Higher Education. Journal of Applied Research in Higher Education,11(2), 162-177. DOI: 10.1108/JARHE-04-2018-0067
Kanddemir, M & Palanci, M. (2014). Academic functional   procrastination: Validity and reliability study, Procedia-Social and Behavioral, Sciences, (152),194-198.
Kassim, F., Samiun, N. S., Ahmad, N., Zamri, N. A. A. Z. A., & Kamarulzaman, W. (2022). Gender Difference in Procrastination Among University Students. Asian Journal of Research in Education and Social Sciences, 4(3), 11-22.‏
Kent, B. V., Henderson, W. M., Bradshaw, M., Ellison, C. G., & Wright, B. R. (2021). Do daily spiritual experiences moderate the effect of stressors on psychological well-being? A smartphone-based experience sampling study of depressive symptoms and flourishing. The International Journal for the Psychology of Religion, 31(2), 57-78.‏
Kilic, R., Nasello, J. A., Melchior, V., & Triffaux, J. M. (2021). Academic burnout among medical students: respective importance of risk and protective factors. Public Health198, 187-195.‏ ‏
Knoesen, R., & Naudé, L. (2018). Experiences of flourishing and languishing during the first year at university. Journal of Mental Health, 27(3), 269-278.‏
Kutanis, Ö. R., & Oruç, E. (2015). The views of academic staff on psychological capital: a qualitative study in turkey. International Journal of Scientific Research and Innovative Technology, 2(5), 1-9.‏
Lin, S. H., & Huang, Y. C. (2014). Life stress and academic burnout. Act. Learn. High. Educ. 15, 77–90. doi: 10.1177/1469787413514651
Liu, Z., Xie, Y., Sun, Z., Liu, D., Yin, H., & Shi, L. (2023). Factors associated with academic burnout and its prevalence among university students: a cross-sectional study. BMC Medical Education23(1), 317.
Luthans F. &Avolio J. Bruce (2007). Positive psychological capital:measurement and relationship with performance and satisfaction. Personnel psychology, 60:541-572
Manzano-Garcia, G., & Ayala, J. C. (2017). Relationship between psychological capital and psychological well-being of direct support staff of specialist autism services. The mediator role of burnout. Frontiers in psychology, 8, 2277.‏
Marsh, H. W., & Martin, A. J. (2009). Academic resilience and academic buoyancy: Multidimensional and hierarchical conceptual framing of causes, correlates and cognate constructs. Oxford Review of Education, 35(3), 353–370. https://doi.org/10.1080/03054980902934639
Martin, A., Colmar, S., Davey, L. & Marsh, H. (2010). Longitudinal modeling of academic buoyancy and motivation: do the '5Cs' hold up over time? British. Journal of Educational Psychology, 80 (3), 473-496. https://doi.org/10.1348/000709910X486376
Martin, A., Nejad, H., Colmar, S., & Liem, G. (2013). Adaptability: how students’ responses to uncertainty and novelty predict their academic and non-academic outcomes. Journal of Educational Psychology, 105(3), 728–746. https://doi.org/10.1037/a0032794
Martin, A.J. (2013). Academic buoyancy and academic resilience: Exploring ‘everyday’ and ‘classic’ resilience in the face of academic adversity. School Psychology International, 34, 488-500, DOI:10.1177/0143034312472759.
Martin, A. J., Yu, K., Ginns, P., & Papworth, B. (2017). Young people’s academic buoyancy and adaptability: A cross-cultural comparison of China with North America and the United Kingdom. Educational Psychology37(8), 930–946https://doi.org/10.1080/01443410.2016.1202904
Miller, S., Connolly, P., & Maguire, L. K. (2013). Wellbeing, academic buoyancy and educational achievement in primary school students. International Journal of Educational Research62, 239–248. https://doi.org/10.1016/j.ijer.2013.05.004
Poon, R. (2013). The impact of securely attached and integrated leadership on follower mental health and psychological capital. Regent University.‏
Putwain, D., & Daly, A. (2013). Do clusters of test anxiety and academic buoyancy differentially predict academic performance? Learning and Individual Differences27, 157–162.
Putwain, D. W., Daly, A. L., Chamberlain, S., & Sadreddini, S. (2015). Academically buoyant students are less anxious about and perform better in high-stakes examinations. The British Journal of Educational Psychology, 85(3), 247–263. https://doi.org/10.1111/bjep.12068
Ruberman, L. (2014). Challenges in the transition to college: The perspective of the therapist back home. American Journal of Psychotherapy, 68(1), 103-115.‏
Sabot, D. L., & Hicks, R. E. (2020). Does psychological capital mediate the impact of dysfunctional sleep beliefs on well-being?. Heliyon, 6(6).‏
Seligman. E. P. Martin. (2011). A visionary new understanding of happiness and well-being, free press a division of Simon& Schuster, Liberary of condress cataloging in puplication data, new york,p,p16-17
Snyder, C. R., Shorey, H. S., Cheavens, J., Pulvers, K. M., Adams III, V. H., & Wiklund, C. (2002). Hope and academic success in college. Journal of educational psychology, 94(4), 820.
Sürücü, L., Ertan, Ş. S., Bağlarbaşı, E., & Maslakçı, A. (2021). COVID-19 and human flourishing: The moderating role of gender. Personality and individual differences, 183, 111111.‏
Svartdal, F., Dahl, T. I., Gamst-Klaussen, T., Koppenborg, M., & Klingsieck, K. B. (2020). How study environments foster academic procrastination: Overview and recommendations. Frontiers in Psychology11, 540910.‏
Tao, X., Hanif, H., Ahmed, H. H., & Ebrahim, N. A. (2021). Bibliometric analysis and visualization of academic procrastination. Frontiers in psychology12, 722332.‏
Villieux, A., Sovet, L., Jung, S. C., & Guilbert, L. (2016). Psychological flourishing: Validation of the French version of the Flourishing Scale and exploration of its relationships with personality traits. Personality and Individual Differences88, 1-5.
Vinothkumar, M., Vindya, K., and Rai, V. (2016). Moderating roles of hardiness and self-efficacy in the relationship between flow and academic procrastination on academic performance: a structural equation model approach. Int. J. Ind. Psychol. 3, 77–89. Available online at: https://www.researchgate.net/publication/305323745
Ye, Y., Huang, X., & Liu, Y. (2021). Social support and academic burnout among university students: a moderated mediation model. Psychology research and behavior management, 335-344.‏