METHODS
Chapter 2
METHODS
The present study intended to examine the relationship between psychological capital and
academic motivation among university student. The study also aimed to explore gender and age
differences in relation to these variables.
Objectives
1. To access the relationship between psychological capital and academic motivation among
university students..
2. To examine the gender differences in psychological capital and academic motivation
3. To examine age differences in psychological capital and academic motivation
Hypothesis
1. There will be a significance positive relationship between psychological capital and
academic motivation among university students.
2. Female have higher level of psychological capital as compared to males.
3. Females exhibits higher level of academic motivation than males.
Research Design
Correlational research design is used in the present study,
Sample
For the present study, a sample of 200 university students (100 males, 100 females) was
selected. Age of participants ranged from 18 to 25 years. The sample was selected using
purposive sampling. The sample was selected from different universities and areas of Islamabad
city.
Operational Definition
Psychological Capital:
Psychological capital is a positive psychological state defined by self-efficacy, optimism,
hope, and resilience. It is measured using the Psychological Capital Questionnaire (PCQ), with
higher scores reflecting greater psychological capital.
Academic Motivation
Academic motivation refers to the internal drive to achieve academic goals, including
intrinsic and extrinsic motivation. It is measured using the Academic Motivation Scale (AMS),
with higher scores indicating stronger academic motivation.
Instruments
Psychological Capital Questionnaire (PCQ):
The Psychological Capital Questionnaire (PCQ), developed by Luthans et al. (2007), is a
self-report measure designed to assess the four dimensions of psychological capital: self-efficacy,
optimism, hope, and resilience. The questionnaire consists of 24 items, with six items dedicated
to each of the four subscales. Respondents rate their agreement with each statement on a 6-point
Likert scale, ranging from 1 (Strongly Disagree) to 6 (Strongly Agree). The PCQ has
demonstrated strong internal consistency, with an overall Cronbach's alpha of 0.87, and
individual subscales showing alpha values ranging from 0.75 to 0.85, indicating reliable
measurement of psychological capital.
Academic Motivation Scale (AMS):
The Academic Motivation Scale (AMS), developed by Vallerand et al. (1992), is a widely
used tool to assess different types of academic motivation, including both intrinsic and extrinsic
motivation. The scale consists of 28 items that evaluate the reasons students are motivated to
engage in academic activities, such as intrinsic motivation to learn or extrinsic motivation for
external rewards. Participants respond on a 7-point Likert scale, ranging from 1 (Not at all true)
to 7 (Very true). The AMS has shown strong reliability, with a reported Cronbach’s alpha ranging
from 0.87 to 0.92 for the overall scale, indicating high internal consistency in measuring
academic motivation.
Procedure
For conducting the present research, the sample was selected from various universities in
Islamabad. Participants were approached in person and online. Prior to data collection, informed
consent was obtained from all participants. They were briefed about the objectives of the
research and provided with detailed instructions on how to fill the questionnaires. The
questionnaires were administered in both paper-and-pencil format. The survey took
approximately 15 to 20 minutes to complete. After completion, the data were collected, securely
stored, and scored for statistical analysis.
Ethical Consideration
In conducting this research, ethical principles were carefully observed to ensure integrity
and responsibility. All data were collected and presented honestly, without fabrication and
misrepresentation. Informed consent was obtained. The privacy, confidentiality and the right of
withdrawal of participants were maintained. Additionally, sources were properly credited to
avoid plagiarism, and care was taken to ensure that research did not harm or exploit any
participant.