Analysing the psychological capital influence on academic performance in an e-learning environment
Authors: Khoshaim Lama Sameer 
Published: November 2024

PurposeThe purpose of this study is to examine the evolving landscape of e-learning, which has become a transformative educational approach accelerated by technological advancements and the global impact of the COVID-19 pandemic. It aims to explore the adoption and impact of e-learning across diverse educational settings, focusing on its effectiveness, quality and potential challenges. Furthermore, this research delves into the often-overlooked role of psychological resources and capabilities, particularly Psychological Capital (PsyCap), in enhancing academic performance among university students engaged in e-learning. By investigating the influence of psychological resources and their intersection with e-learning, this study seeks to contribute to a deeper understanding of the factors that shape successful e-learning experiences and academic achievement.Design/methodology/approachIn this research methodology, data was collected from an e-learning institution, with a focus on students in various computer science semesters to ensure comprehensive representation. To minimize standard method bias, a random sampling technique was employed, and data collection was conducted with the support of locally hired research associates. Participant confidentiality and anonymity were carefully preserved, and ethical approval was obtained. The study began with demographic data collection and an assessment of PsyCap dimensions. Most measurements were self-reported, except for GPA, retrieved from the institute directly. The study initially involved 468 students, but only 213 provided complete responses, resulting in a 46% response rate. Demographic data included age, marital status and gender. The sample featured diverse generational representation, with 58% from Generation Z, 13% Millennials, 22% Generation X and 6% Baby Boomers. This comprehensive data will help analyse generational influences on e-learning outcomes.FindingsThe study’s findings underscore the significance of self-efficacy, hope, resilience and optimism in e-learning success. Higher self-efficacy positively impacts student engagement, aligning with previous research. PsyCap, which includes these traits, proves relevant in educational settings. Resilience is notably beneficial, aiding students in overcoming challenges and bolstering their self-belief. Hope enhances problem-solving and adaptability, while optimism fosters a proactive attitude and perseverance, both vital for academic excellence. These insights have broad implications for e-learning practices, emphasizing the need to nurture psychological resources. Incorporating PsyCap-based interventions can enhance the educational experience, promoting student success.Research limitations/implicationsThis study has certain limitations that should be considered. It focused exclusively on computer science students, which may limit the generalizability of the findings. Future research should encompass a wider range of academic disciplines for broader applicability. The study was conducted within a specific cultural and regional context, emphasizing a collectivist culture in an Asian setting. To enhance the applicability of the results, it is crucial to explore different regions and cultural contexts. While the study controlled for generational cohort effects on academic performance, further investigation is warranted to understand how different generational cohorts perceive e-learning. Additionally, the study suggests examining how psychological resources influence students' perceptions of e-learning as a stressor or motivator. Furthermore, a comprehensive study comparing the impact of PsyCap on academic performance in both e-learning and traditional education, involving diverse samples and various cultural settings, is needed to provide a more comprehensive understanding.Originality/valueThis research contributes by thoroughly examining the impact of e-learning in diverse educational settings, focusing on its effectiveness, quality and potential challenges. A novel aspect is the exploration of the often-overlooked role of PsyCap in enhancing academic performance among university students engaged in e-learning. This sheds light on the intersection of psychological resources and e-learning. Additionally, the study’s rigorous research methodology underscores its commitment to ethical and responsible research conduct. The research also presents valuable demographic data on generational cohorts and gender, offering insights into how these factors influence e-learning outcomes. These original contributions collectively enhance our understanding of the multifaceted dynamics of e-learning and the pivotal role of psychological resources in academic success.