The main of objective this study is to examine the role of positive psychological capital on students’ academic performance at Tumaini University Dar es Salaam College (TUDARCo).
Higher education students’ academic performance, well-being and positive development are one among the least studied subjects in Sub-Saharan Africa, in-spite of the fact that Sub-Saharan Africa is with the largest youth population internationally. And having several challenges in youth positive development, unlike the western, though not majoring in youth population yet they accounted for most youth development studies.
According to Kapinga & Amani (2015), who investigated the determinants of academic performance among undergraduate students at Mkwawa University College of Education in Tanzania, they concluded that academic performance in higher learning institutions is partly determined by how well students achieve at pre-university level, personal determination and social-economic factors, these findings were similar to a study conducted by Zaituni Shabani back in 2013 at Aridhi University, who also concluded pre-university scores and some socio-economic factors to be major determinants for students academic performance for higher education in Tanzania.
However, there is a very little attention if not non that is being placed on positive psychology being a factor contributing to higher students’ academic performance in Tanzania, most researched factors and those that are generally perceived by the public range from gender, learning resources, learning environments, social and economic challenges and previous academic achievements.
- Citation du texte
- Alex Mbegu (Auteur), 2020, The Effects of University Students’ Psychological Capital on Academic Performance, Munich, GRIN Verlag, https://www.grin.com/document/1677072
