Abstract

This study aimed at investigating the effect of Psychological Capital (PsyCap) on students’ academic achievement and employees’ performance through procrastination at different levels of conscientiousness. The proposed theoretical model was examined using a moderated-mediation regression technique. The first group of participants comprised 1,670 university students from four major universities in the city of Makassar. Most of them were female (73.7%) with ages ranged from 17 to 24. The second group consisted of 400 employees (female, 57.5%) from five major organisations representing both private and public sectors in Makassar. The findings suggested that the students’ PsyCap had a negative direct impact on academic procrastination, but procrastination did not significantly impact students’ cumulative Grade-Point Average (GPA). The negative effect of PsyCap on students’ procrastination was stronger when students had low conscientiousness compared to high conscientiousness. On the other hand, employees’ PsyCap negatively predicted work procrastination and positively impacted the employees’ work performance. The results also indicated that procrastination negatively mediated the effect of PsyCap on employees’ performance. In brief, conscientiousness moderated the PsyCap-GPA relationship for students, while procrastination negatively mediated the PsyCap-employees’ performance relationship.

摘要

本研究旨在调查心理资本 (PsyCap) 对学生学业成就和员工表现的影响，通过不同责任心水平的拖延。所提出的理论模型使用适度中介回归技术进行了检查。第一组参与者包括来自望加锡市四所主要大学的 1,670 名大学生。他们中的大多数是女性（73.7%），年龄在 17 至 24 岁之间。第二组由来自五个主要组织的 400 名员工（女性，57.5%）组成，分别代表望加锡的私营和公共部门。研究结果表明，学生的心理资本对学业拖延有直接的负面影响，但拖延并未显着影响学生的累积平均绩点 (GPA)。与高尽责性相比，低尽责性的学生 PsyCap 对学生拖延的负面影响更大。另一方面，员工的 PsyCap 负面预测了工作拖延，并对员工的工作绩效产生了积极影响。结果还表明，拖延消极地调节了心理资本对员工绩效的影响。简而言之，尽责性调节了学生的 PsyCap-GPA 关系，而拖延则消极地调节了 PsyCap-员工的绩效关系。结果还表明，拖延消极地调节了心理资本对员工绩效的影响。简而言之，尽责性调节了学生的 PsyCap-GPA 关系，而拖延则消极地调节了 PsyCap-员工的绩效关系。结果还表明，拖延消极地调节了心理资本对员工绩效的影响。简而言之，尽责性调节了学生的 PsyCap-GPA 关系，而拖延则消极地调节了 PsyCap-员工的绩效关系。