Does psychological capital and social support impact engagement and burnout in online distance learning students?

Background: Online distance learning at university level is growing in popularity. Learners are often faced with the dual demands of full-time work and part-time studying. The present study examines whether psychological capital predicts learner engagement and burnout and whether social support moderates these relationships. Method: Postgraduate distance learning students who work alongside their studies (n=465) completed measures of psychological capital, burnout, engagement, and social support. Results: Analysis showed psychological capital to significantly predict both burnout and engagement. Furthermore, social support was found to be influential. Conclusion: The findings indicate the benefit of psychological capital in an academic context. Implications of these findings and potential interventions are discussed.

Automated summary

The study examines the predictive role of psychological capital on learner engagement and burnout in online distance learning, as well as the moderating effect of social support. Results indicate that psychological capital significantly predicts both burnout and engagement, and social support plays an influential role in these relationships.