Measuring academic performance among students during post-COVID-19 reopening through academic engagement and persistence: mediating role of psychological capital

Purpose This study examined the students' academic performance through psychological capital, academic engagement and academic persistence. It also investigated the function of psychological capital in mediating the relationship between academic engagement, persistence and performance.Design/methodology/approach The study utilized a quantitative method and structural equation modeling using PLS-SEM version 3. A total of 900 questionnaires were issued to Chinese university students, and 814 data were analyzed.Findings Findings suggest that academic engagement and persistence significantly and positively impact psychological capital. Psychological capital is also mediated between academic engagement, persistence and performance. Additionally, the study made several recommendations for upcoming researchers and industry professionals.Originality/value Analyzing the pupils' academic achievement after COVID-19 reopening as it indicates their attention and engagement in the study. Although previous studies explored students' academic performance regarding the post-COVID effect, the role of psychological capital and engagement in academia in the study has been studied in a post-COVID context.

Automated summary

This study examines the relationship between psychological capital, academic engagement, academic persistence, and students' academic performance. The findings suggest that academic engagement and persistence have a positive impact on psychological capital, and psychological capital plays a mediating role between academic engagement, persistence, and performance.