Impact of Psychological Capital of Parents on English Language Proficiency of Students

Abstract

This study examines the impact of parental psychological capital (PsyCap) on children's English language proficiency. PsyCap comprises four key components: self-efficacy, optimism, hope, and resilience. While previous research highlighted the role of PsyCap in workplace performance and education, its influence on English language competency remains underexplored. This study aims to bridge this gap by analyzing the relationship between parental PsyCap and student English proficiency. A correlational quantitative research design was employed, treating parental PsyCap as the independent variable and English proficiency as the dependent variable. A randomsample of 104 Grade 11 students and their parents participated. Parental PsyCap was assessed using a questionnaire based on the Compound PsyCap Scale (CPC 12), while student proficiency was measured through their last-termtest scores, a specially designed test, and speaking and listening assessments. Data analysis, conducted using SPSS software, revealed a strong positive correlation between parental PsyCap and student English proficiency (R = 0.862). The R-squared value (0.743) indicated that 74.3% of the variance in students' proficiency is explained byparental PsyCap, demonstrating its strong predictive ability. Additionally, the unstandardized coefficient (B = 1.356, p = 0.000) suggested that for every one-unit increase in parental PsyCap, students' English proficiency improves by 1.356 units. The high t-value (17.155) further confirms the significant impact of parental PsyCap. Inconclusion, this study highlights the critical role of parental psychological capital in shaping students' English language proficiency, emphasizing the need to consider parental mindset as a key factor in language development.