BRIDGING ORGANIZATIONAL SUPPORT AND PSYCHOLOGICAL CAPITAL IN ENHANCING ACADEMIC RESEARCH PRODUCTIVITY

Abstrak

Academic Research Productivity is an important indicator of academic performance and institutional research capacity in higher education. This study aims to examine the influence of Perceived Organizational Support (POS) on Academic Research Productivity (ARP) and to investigate the mediating role of Psychological Capital (PsyCap) in this relationship. A quantitative explanatory design was employed through a survey of 215 lecturers selected from a population of 464 lecturers at Muhammadiyah universities in Greater Tangerang, Indonesia. Data were collected using a five-point Likert-scale questionnaire and analyzed using Structural Equation Modeling-Partial Least Squares (SEM-PLS). The findings demonstrate that Perceived Organizational Support has a positive and significant effect on Academic Research Productivity and Psychological Capital. Psychological Capital also has a strong positive effect on Academic Research Productivity and emerges as the most influential predictor in the proposed model. Furthermore, Psychological Capital partially mediates the relationship between Perceived Organizational Support and Academic Research Productivity. These findings indicate that institutional support alone is insufficient to optimize lecturers' research productivity; its effectiveness is strengthened when organizational resources are accompanied by lecturers' psychological resources, particularly hope, self-efficacy, resilience, and optimism. The study contributes an integrative perspective by connecting organizational and psychological resources to explain academic research productivity and highlights the importance of strengthening both institutional support systems and lecturers' psychological capacities to promote sustainable research performance