Author(s)

Haixin Wang ¹

Affiliation(s)

¹ Keystone Academy, No. 11 Anfu Street, Houshayu Town, Shunyi District, Beijing, China

Corresponding Author

Haixin Wang

ABSTRACT

This study aims to explore the relationship between high school students' psychological capital and its four sub-dimensions (self-efficacy, hope, resilience, and optimism) with learning engagement and its three sub-dimensions (vigor, dedication, and absorption). A questionnaire survey was conducted with 55 high school students from an international school in Beijing, using the Positive Psychological Capital Questionnaire (PPQ) and the Utrecht Work Engagement Scale—Student Version (UWES-S). The results showed that the total score of psychological capital was significantly and positively correlated with the total score of learning engagement (r = 0.561, p < 0.01). At the sub-dimension level, self-efficacy and hope had significant predictive effects on all dimensions of learning engagement, with self-efficacy being the strongest predictor. Optimism showed a weak predictive effect only on vigor and dedication, while resilience did not have a significant predictive effect on learning engagement. The study also found that both psychological capital and learning engagement tended to decline with grade level. These findings reveal the differentiated effects of psychological capital dimensions on high school students' learning engagement and provide direction and insight for future research on targeted psychological support programs for high school students.

KEYWORDS

Psychological Capital; Learning Engagement; High School Students; Dimensional Deconstruction; Empirical Research

CITE THIS PAPER

Haixin Wang, The Relationship between High School Students' Psychological Capital and Learning Engagement: An Empirical Analysis Based on Dimensional Deconstruction. Applied & Educational Psychology (2025) Vol. 6: 120-135. DOI: http://dx.doi.org/10.23977/appep.2025.060317.

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