Psychological Capital, Anxiety-Related Patterns, and Academic Adjustment


The present study examines variables of facilitating or undermining potential with regard to different domains of academic adjustment. On the one hand, its focus is on three anxiety-related patterns – all manifested in preservative negative thinking, which has been reported to lead to marked academic, emotional and social difficulties. On the other hand, it looks into the core construct of psychological capital (PsyCap) which has repeatedly been found a positive resource with regard to adaptive behavior. More specifically, the aim of this study is to achieve deeper insights into the mediating role of PsyCap in the relationship between anxiety-related patterns of thinking and academic adjustment. Its motivation was the perception that a better understanding of factors of sustaining or undermining the potential for academic adjustment is crucial in modern society, wherein academic success is increasingly linked to satisfactory occupational and social integration. For this purpose, 250 BA students completed five questionnaires, one assessing participants' psychological capital, three assessing specific anxiety-related patterns of thinking, and one assessing their academic adjustment. Participants' grade point average, as an additional measure of academic adjustment, was collected at two points in time. SEM analyses indicated that psychological capital mediates the relationship between anxiety-related patterns of thinking and academic adjustment. They further demonstrated the significance of psychological capital's unique contribution to the explanation of variance in academic adjustment. Findings are discussed with direct reference to recognition of PsyCap as a positive motivational resource in the domain of Positive Organizational Behavior and adjustment to higher education.


Positive Psychology, Psychological Capital, Academic Adjustment, Rumination, OCD, Test Anxiety


Learning in Higher Education


Paper Presentation in a Themed Session


  • Batel Hazan Liran
    • Lecturer, Education, Tel-Hai Academic College, Israel Israel
    • Batel Hazan-Liran is the head of field studies unit and a lecturer in the Department of Special Education at Tel Hai Academic College and at the University of Haifa. As a researcher she seeks to advance knowledge in the domain of academic adjustment, special education and beyond, with focus on the potential of "Psychological Capital" as a crucial human resource. In addition, her research interest has gone to areas such as self-regulation, memory, and visual and auditory information processing.
  • Dr. Paul Miller
    • Professor, Special Education, Tel-Hai Academic College
    • My activity as researcher and lecturer is related to the cognitive functioning of student with prelingual deafness, students with learning disabilities, and regular students. In particular, I'm interested in how individuals' primary language impacts their processing of information (thinking). My research areas and other interests 
cognitive psychology, 
psychology of reading, psychology of deafness, sign language, memory processes and knowledge organization the reading process in Hebrew, Arabic, etc. I am also leading international research project that is entitled: A Systematic Developmental Skill-oriented Investigation of Poor and Proficient Deaf Readers from Different Countries (Israel, United States, Germany and Turkey). This project is running with the support of SLC on Visual Language and Visual Learning (VL2), NSF Grant.