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Export Reference (APA) 
Junça Silva, A., Abreu, P. & Brito, S. (2022). The path from social and organizational-resources to satisfaction: The mediating role of academic-engagement and the moderating role of psychological-capital. International Journal of Educational Management. 36 (5), 750-765
Export Reference (IEEE) 
A. L. Silva et al.,  "The path from social and organizational-resources to satisfaction: The mediating role of academic-engagement and the moderating role of psychological-capital", in Int. Journal of Educational Management, vol. 36, no. 5, pp. 750-765, 2022
Export BibTeX 
@article{silva2022_1716028611146,
	author = "Junça Silva, A. and Abreu, P. and Brito, S.",
	title = "The path from social and organizational-resources to satisfaction: The mediating role of academic-engagement and the moderating role of psychological-capital",
	journal = "International Journal of Educational Management",
	year = "2022",
	volume = "36",
	number = "5",
	doi = "10.1108/IJEM-01-2022-0041",
	pages = "750-765",
	url = "https://www.emerald.com/insight/publication/issn/0951-354X"
}
Export RIS 
TY  - JOUR
TI  - The path from social and organizational-resources to satisfaction: The mediating role of academic-engagement and the moderating role of psychological-capital
T2  - International Journal of Educational Management
VL  - 36
IS  - 5
AU  - Junça Silva, A.
AU  - Abreu, P.
AU  - Brito, S.
PY  - 2022
SP  - 750-765
SN  - 0951-354X
DO  - 10.1108/IJEM-01-2022-0041
UR  - https://www.emerald.com/insight/publication/issn/0951-354X
AB  - This study draws on the Job Demands-Resources (JD-R) model to analyze if (1) social and organizational resources impact students’ satisfaction, via academic engagement, and (2) psychological capital moderates the mediating path. To test our hypotheses, we collected data from two well-established higher education institutions, in which 840 students participated. Additionally, the results demonstrated that the indirect relationship between resources and satisfaction through academic engagement was conditional on the individual’s levels of psychological capital, in such a way that it became stronger for those who presented lower levels of psychological capital, compared to those with higher levels. The students’ satisfaction can be an indicator of the institution’s perceived quality, in addition to positioning the HEI as a healthy organization. The cross-sectional design of the study is a limitation;
The students’ satisfaction levels can be an indicators of the institution’s perceived quality, in addition to positioning the HEI as a healthy organization. Thus, these conclusions can contribute to guiding the actors of higher education institutions (HEIs) in designing and promoting interventions to promote students’ satisfaction.
however, the study presents some guidelines for academic and organizational practice, namely regarding the relevance of resources for increasing academic engagement and, consequently, satisfaction.
ER  -