Psychological Capital, Technology and Media Usage, Student Engagement, and Performance Academic: Empirical Study on University Students

This study aims to examine empirically the correlation between student psychological capital, technology usage, student engagement, and performance academic. The respondents of this study consisted of students who study active status. The numbers of respondents involved as many as 198 students with the characteristic of having and using technology-media communication, as well as participate in classes that use e-learning facilities. Data were collected online. The analysis technique used in this research is the analysis techniques Structural Equation Modeling (SEM) were carried out with the help program facility Amos 20 and of IBM SPSS 21. The analysis showed that student psychological capital direct impact on student engagement, while the technology-media usage does not function as a mediation variable between student psychological capital and student engagement. Furthermore, student psychological capital also has indirect influence on performance academic (GPA). In addition the results of the analysis also showed that the technology-media usage adversely affects the performance academic (GPA), whereas if it is through student engagement as a mediation variable between technology-media usage has indirect influence on performance academic (GPA). The implications of the research results will be discussed in the report.