Academic engagement has an important role for students’ motivation and academic performance, and lack of this quality could lead to several negative consequences. Therefore, it is very important to identify its causes. The present study aimed to explore the relationship between psychological capital and academic engagement among students of medical sciences.
The present study was descriptive with a correlational design. Multi-stage sampling was used to select 330 medical sciences students (220 females; 110 males) from Kashan University of Medical Sciences in the 2017-2018. The participants provided their demographic information and filled out Fredricks engagement scale and, psychological capital scale. The data was analyzed through canonical correlation analysis in SPSS Version 22.
The findings indicated that academic engagement has a positive correlation with self-efficacy, resilience, hope, and optimism. The canonical correlation coefficient was .60. The results showed that there is only one significant set between psychological capital and engagement components; in fact, the more a person has psychological capitals, particularly optimism and hope, the more he/she would have academic engagement, with increased behavioral engagement as a main.
The results indicate that components of psychological capital, especially hope and optimism, have important roles in academic engagement, particularly in students’ behavioral engagement. Improving psychological capital in academia can lead to improvements in students’ academic engagement and academic performance. Citation: Sadoughi M. Canonical Correlation between Psychological Capital and Academic Engagement among Students of Medical Sciences. Journal of Development Strategies in Medical Education 2019;6(2):87-101