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The present study investigated the role of flow and study engagement in the relationship of academic
psychological capital and perceived academic stress in a sample of 300 students of University of Sargodha. A
cross-sectional survey research design was employed and the summated score on perceived self-efficacy subscale
from Student Approaches to Learning Scale (Marsh, Hau, Artelt, Baumert, & Peschar, 2006), Life Orientation
Test-Academics Scale (Chang, Bodem, Sanna, & Fabian, 2011), Academic Hope Scale (Shorey & Snyder, 2004),
and Academic Resilience Scale (Martin & Marsh, 2006) provided a measure of academic psychological capital.
Flow Short Scale (Engeser & Rheinberg, 2008), Utrecht Study Engagement Scale (Siu, Bakker, & Jiang, 2014),
and Undergraduate Stressor Questionnaire (Spiridon & Evangelia, 2015) were used to measure flow, study
engagement, and perceived academic stress, respectively. Path analysis through Amos revealed that academic
psychological capital had positive direct effects on flow and study engagement. Flow had a positive direct effect
on study engagement, and study engagement had a positive direct effect on perceived academic stress. Flow
mediated between academic psychological capital and study engagement. Academic psychological capital
showed two indirect paths to the perceived academic stress: the path mediated by the study engagement, and the
path serially mediated by flow and study engagement. Implications of the study and recommendations for future
investigation have been discussed
Adnan Adil, Saba Ghayas, Sadaf Ameer. (2019) Mediating Role of Flow and Study Engagement Between Academic Psychological Capital and Perceived Academic Stress among University Students, Pakistan Journal of Social and Clinical Psychology, Volume 17, Issue 2.
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