| dc.description.abstract | This thesis investigates the function of academic engagement in moderating the link between psychological capital and student performance in private institutions in Bangladesh. Psychological capital, which includes self-efficacy, optimism, resilience, and hope, is proposed as a significant predictor of potential success. The research examines how the principal's involvement in the process of assigning academic tasks influences students' academic achievements.
The research uses statistical methods to assess data collected from a diverse group of students across many private universities. The results indicate that there is a correlation between higher levels of academic engagement and enhanced student achievement, as shown by the points of inner capital. The research emphasizes the need of cultivating psychological capital in educational environments to promote an atmosphere that is favorable to learning.
The findings of this study have significant implications, indicating that treatments focused on strengthening students' psychological resources might be an effective strategy for boosting educational achievements. The thesis proposes the need to educate lawmakers and professionals about considering these psychological aspects while designing curriculum and support systems.
Essentially, the thesis offers useful insights into the intricate relationship between students' spiritual traits and their academic involvement. It gives a paradigm for improving student performance in the context of higher education in Bangladesh. | en_US |
