Enhancing Internal Learning in Teams: The Role of Network Centrality and Psychological Capital of Undergraduate Students
Frontiers in Psychology, ISSN: 1664-1078, Vol: 11, Page: 2197
2020
- 5Citations
- 29Captures
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Example: if you select the 1-year option for an article published in 2019 and a metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019. If you select the 3-year option for the same article published in 2019 and the metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019, 2018 and 2017.
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Example: if you select the 1-year option for an article published in 2019 and a metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019. If you select the 3-year option for the same article published in 2019 and the metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019, 2018 and 2017.
Citation Benchmarking is provided by Scopus and SciVal and is different from the metrics context provided by PlumX Metrics.
Metrics Details
- Citations5
- Citation Indexes5
- Captures29
- Readers29
- 29
Article Description
This study aims to analyze the mediating role of psychological capital (PsyCap) in the relationship between network centrality and internal learning in teams. A questionnaire was administered to 480 undergraduate students to test this relationship. The results confirmed the positive relationship between network centrality and internal learning in teams, and a mediating role of PsyCap in the relationship between student network centrality and internal learning in teams. This study suggests that it is important to promote centrality in advice networks among undergraduate students. In addition, this study might raise awareness among students, teachers, and public policymakers about the need to promote a socially responsible environment in higher education institutions.
Bibliographic Details
http://www.scopus.com/inward/record.url?partnerID=HzOxMe3b&scp=85091482694&origin=inward; http://dx.doi.org/10.3389/fpsyg.2020.02197; http://www.ncbi.nlm.nih.gov/pubmed/33013569; https://www.frontiersin.org/article/10.3389/fpsyg.2020.02197/full; https://dx.doi.org/10.3389/fpsyg.2020.02197; https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2020.02197/full
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