Relationship of Psychological Capital with Quality of Life among Students with Disabilities

Abstract

Disability is a vulnerable condition that leads to physical, cognitive, sensory, and psychological impairments, impacting the daily routine and quality of life. This study explores the psychological capital and quality of life (QoL) among students with various disabilities, aiming to understand how these factors interact and contribute to their quality of life. The research employs a correlational design, surveying students from diverse educational settings who experience physical, visual, and speech-related disabilities. Non-significant gender difference in the PsyCap and QoL among students, as well as group difference among different types of disability, was observed. Correlation results showed that self-efficacy and optimism were significantly and positively associated with the QoL of students with disabilities. Self-efficacy explains 14% of physical, 13% of psychological, and 17% of social domains of quality of life. Students with higher levels of PsyCap reported better QoL. The study concludes with recommendations for educators, policymakers, and mental health professionals to create supportive environments that foster hope, self-efficacy, resilience, and optimism among students with disabilities.