Base on the paper below, where there are the introduction, methods and results, please state the possible discussion section where it has to analyze the results and also informing if the results demostrate a significant or not correlation between academic psychological capital and the related topics

1- he connection between academic psychological capital and intrinsic and extrinsic motivation.

2- the relationship between academic psychological capital and internal locus of control and external locus of control

3-the relationship between academic psychological capital and both positive and negative self-concept

4- conclusion

This is the paper:

Motivation, locus of control and self-concept Positive and Negative correlates of academic psychological capital

Psychological capital (PsyCap) is the term used by Fred Luthans in organizational to describe the positive psychological assets and traits that employees have. These tools are believed to have a significant effect on a person's general wellbeing and performance, especially at work and college (Luthans et al., 2014). PsyCap encompasses hope, which is the conviction that one can find a way to accomplish their objectives and the drive to do so; efficacy (self-efficacy), when an individual's self-efficacy refers to their confidence in their capacity to carry out tasks and overcome obstacles successfully; resilience, which is the ability to successfully deal with stress and challenges after facing adversity and setbacks; optimism, that is a positive outlook on the future that includes the conviction that things will, in general, work out well is called optimism (Bandura & Lightsey, 1999). These elements were selected because they were thought to be crucial for psychological health, motivation, and adaptation (Avey et al., 2011). They gave a means to develop future leaders in academic settings, and achieve better performances. PsyCap emphasizes the importance of nurturing these psychological resources in students, linking them to essential qualities for leadership success Luthans et al., 2014). It underscores the interconnected relationship between psychological factors and leadership development, shaping students for success in various aspects of life. The concept and measurement tools were improved through numerous studies and iterations (Luthans et al., 2014). Psychological capital became a well-known and significant concept in the study of human motivation, resiliency, and positive psychological functioning, particularly in the workplace. Luthans developed the psychological Capital in 2007 to show the people that with those elements they would do well in the workplace. In 2014 and it switched to the academic setting in a hope of getting students more engaged in graduating and having success and academic achievements. Academic study on psychological capital has several goals, including understanding and measurement, application in the classroom, resilience and coping, and personal developments (Luthans et al., 2014).

Motivation can be defined as a combination of intrinsic and extrinsic forces that are extremely important for students to achieve good performance and are significant determinants of the quality and efficiency of education (Gke et al., 2011). It provides the individuals with the force essential for directing and empowering their energy and passion to lead them to better satisfaction and better educational performance (Coetzee, 2011). Academic achievement and deep study strategies are significantly related with intrinsic motivation. Intrinsic motivation is a natural tendency to act or behave in a certain way while extrinsic motivation is affected by factor outside of a person's control (Ryan & Deci, 2000). Several studies have proved that extrinsic and intrinsic motivation has indeed a positive effect to academic studies. Some studies suggested that high extrinsic motivation is a better predictor of good academic performance in college students. Extrinsic motivation is characterized by external factors. It incorporates outside elements like incentives or penalties, but intrinsic motivation is the inner impulse to engage in work for its inherent satisfaction (Gke et al., 2011).The student is intellectually stimulated or achieve not because of personal interest or desire for growth, but because he or she wants to please others by meeting expectations set by parents, teachers, or factors (Herdem, 2019). Academic achievement and deep study strategies are significantly related with intrinsic motivation (Ali et al., 2021). Extrinsic motivation helps students become driven and competitive, while intrinsic motivation supports seeking knowledge for its own sake. Ultimately, fostering both types of motivation helps students develop good study habits and an investment in learning (Ruthig et al., 2006).

Locus of control, is a psychological concept that refers to the degree to which individuals believe they have control over the events and outcomes in their lives. It can be categorized into two types: internal locus of control and external locus of control (Curtis & Trice, 2013). Those with aninternal locus of controlfirmly believe in their ability to influence their lives. They attribute their achievements and failures to their own actions, decisions, and efforts, emphasizing their capacity to impact the consequences of their choices. In other words, they believe that they can influence the outcomes of their choices and actions.Conversely, individuals with anexternal locus of controltend to attribute the outcomes of their lives to external forces like luck, fate, or influential figures. They often perceive themselves as having little control over their circumstances and attribute their successes and failures to factors beyond their personal influence (Chemers & Garcia, 2001). Academic Psychological Capital (APC) is a concept within positive psychology that plays a crucial role in academic success. APC encompasses a range of positive psychological attributes, including self-efficacy, optimism, hope, and resilience, which can significantly boost an individual's academic performance and overall well-being (Curtis & Trice, 2013). The link between locus of control and academic psychological capital reveals important insights.Those with an internal locus of control, who believe in their ability to influence academic outcomes through their personal efforts and decisions, tend to have a higher level of academic psychological capital.This self-belief serves to enhance their motivation, perseverance, and resilience in the face of academic challenges, fostering a sense of optimism and hope regarding their academic future, ultimately contributing to their overall academic success. On the other hand,individuals with an external locus of control, attributing their academic successes and failures to external factors such as luck or fate, often exhibit lower academic psychological capital (Curtis & Trice, 2013).This attribution pattern can result in reduced self-efficacy and motivation, impeding the development of the positive psychological resources associated with academic psychological capital, such as optimism and hope (Chemers & Garcia, 2001).

Positive self-concept and negative self-conceptare terms in psychology to describe the way individuals perceive and think about themselves. Positive self-concept refers to a person's favorable and confident perception of themselves. (Marsh & Richards, 1987). These people have a strong sense of self-worth and self-esteem. They are the ones who are confident in their judgments and believe in their abilities. These people are also more likely to set and achieve goals, handle failures and setbacks effectively, and maintain healthy relationships. Individuals with a positive self-concept generally feel good about themselves and optimistic about their capabilities. (Bandura & Lightsey, 1999). A positive self-concept can be nurtured through positive reinforcement. Individuals who receive encouragement, love, and validation tend to develop a positive self-concept. This can serve as a strong foundation for their emotional well-being and overall success in life. Negative self-concept, on the other hand, refers to an unfavorable perception of oneself. These are the people who often struggle with low self-esteem, self-doubt, and a lack of confidence. They may have a negative view of their abilities and worth. They are also the ones who experience the fear of failure. This negative self-concept impacts various aspects of life, such as relationships, academics, professional performance, and mental well-being. A negative self-concept can develop due to factors such as bullying, criticism, abuse, or repeated failures. A combination of therapies, counseling, and support from positive influences can help an individual overcome this negative self-concept. It is important to understand that self-concept is not fixed and can change over time (Marsh & Richards, 1987). Positive self-concept is closely related to self-efficacywhich is a key component of academic psychological capital. Students who have a positive self-concept tend to believe in their abilities to perform tasks and overcome challenges in their academics. This enhances their self-efficacy, which enables them to set goals and work persistently to achieve them. Positive self-concept contributes significantly to optimism which is another component of APC. Optimistic people have a strong belief in their abilities and that they can achieve positive outcomes even in difficult situations. These are the students who are more likely to approach academic challenges with optimism. (Marsh & Richards, 1987). This enhances their overall academic outlook and performance. Resilience is the ability to bounce back from setbacks and adapt positively to adversity. Negative self-concepts lead to low resilience, which makes it more challenging for students to cope with academic failures. Hope is a professional performance, and mental well-being.

The goal of this study is to investigate the connection between academic psychological capital and intrinsic and extrinsic motivation. The types of motivation that are more beneficial to students' academic performance, and general well-being by examining how various motivations such as an interest in the subject matter vs. external rewards or pressures are related to students' psychological capital. Also, to look at the relationship between PsyCap and internal locus of control. While external locus of control relates success or failure to outside forces like destiny or chance, internal locus of control refers to the conviction that people have control over their own actions and consequences. We also want to analyze the relationship between psychological capital and a feeling of personal control in students might help clarify the significance of self-efficacy and accepting responsibility for one's academic achievement. Evaluate the impact on PsyCap of both positive and negative self-concept. A positive self-concept is when someone has a positive opinion of themselves and their skills, while a negative self-concept is when someone has a bad opinion of themselves and doubts about their ability. Examining the relationship between students' psychological capital and self-concept might provide insight into the significance of self-worth and self-assurance in college success. We want to understand how these variables could affect students' wellbeing and academic achievement. Through an analysis of the correlation between Academic Psychological Capital and variables like motivation, locus of control, and self-concept, knowing how these elements affect students' general wellbeing may help guide initiatives to create a welcoming and encouraging learning environment. Furthermore, analyze a positive correlation between those who have characteristics reflective of psychological capital and a negative correlation between those who have characteristics that are opposite those of PsyCap.

Method

Subjects

The survey A assessing the relationship between intrinsic motivation and extrinsic motivation consisted of (N=198). It had (N=145) females, (n=47) males, and (N=6) nonbinary. Medium age of 19.The survey B assessing the relationship between internal locus of control and external locus of control of (N=200). It had (N=145) females, (n=48) males, and (N=7) nonbinary. Medium age of 19. The survey C assessing the relationship between positive self-concept and negative self-concept consisted of (N=200). It had (N=147) females, (n=41) males, and (N=12) nonbinary. Medium age of 19. The survey was carried out at Hunter College in New York City, NY.

Materials and Procedure

The experiment was conducted on campus by convenience, voluntary, and anonymous. We formulated 3 separate surveys: A, B, and C, and created 15 statements on each survey using a 5-point Likert-Scale response system. The statements 1-5 consisted of items regarding academic Psychological Capital on all 3 forms of the surveys distributed. On survey A, we examined academic Psychological Capital and intrinsic motivation on items 6-10 and extrinsic motivation on items 11-15, 20 in accordance with the level of agreement/disagreement to items such as "I like to learn as much as I can in school". On survey B, we provided statements regarding the internal locus of control on items 6-10, and external locus of control on items 11-15, 20 in accordance with the level of agreement/disagreement to items such as "I feel confident setting academic goals for myself". For survey C, positive self-concept on items 11-15, and negative self-control om items 16-20 in accordance with the level of agreement/disagreement to items such as "I am a moral failure".

Results

Our Research aims to explore Academic Psychological Capital correlation with other psychological well-being tests such as Internal Locus of Control/External Locus of Control, Positive Self Concept/Negative Self Concept, and Intrinsic/Extrinsic Motivation. We examined how predictive these metrics of psychological characteristics are reflective of psychological capital through the use of bidirectional constructs, via surveys of college students. We conducted a correlation to find any significant connection between Academic PsyCap and our three concepts.

A Spearman's rank correlation analysis was conducted to examine the relationship between Variable academic PsyCap in APC Variable IM for intrinsic motivation and variable EM for extrinsic motivation. The correlation coefficient (Spearman's ) between Variable APC and Variable IM was found to be = 0.484, indicating a weak positive correlation between the two variables (p < 0.01).The correlation coefficient (Spearman's ) between Variable APC and Variable EM was found to be = 0.123, indicating a negligible correlation between the two variables (p < 0.084).The correlation coefficient (Spearman's ) between Variable IM and Variable EM was found to be = 0.027, indicating a negligible correlation between the two variables (p < 0.705).

A Spearman's rank correlation analysis was conducted to examine the relationship between Variable academic PsyCap in APC and Variable ILC for the Internal Locus of Control and variable ELC for the External Locus of Control.

The correlation coefficient (Spearman's ) between Variable APC and Variable ILC was found to be = 0.496, indicating a weak positive correlation between the two variables (p < 0.001).

The correlation coefficient (Spearman's ) between Variable APC and Variable ELC was found to be = -.021, indicating a negligible correlation between the two variables (p < 0.770).

The correlation coefficient (Spearman's ) between Variable ELC and Variable ILC was found to be = -.099, indicating a negligible correlation between the two variables (p < 0.161).

A Spearman's rank correlation analysis was conducted to examine the relationship between Variable academic Psychological Capital in APC and Variable PSC for Positive self-concept and variable NSC for Negative self-concept. The correlation coefficient (Spearman's ) between Variable APC and Variable PSC was found to be = 0.349, indicating a weak positive correlation between the two variables (p < 0.001).The correlation coefficient (Spearman's ) between Variable APC and Variable NSC was found to be = -.237, indicating a negligible correlation between the two variables (p < 0.001).The correlation coefficient (Spearman's ) between Variable NSC and Variable PSC was found to be = -.099, indicating a negligible correlation between the two variables (p < 0.161).