Psychological Capital as a Predictor of Academic Stress and Academic Resilience among Postgraduate Students

Abstract

In higher education institutions, postgraduate students experience various academic and psychological challenges that can influence their performance in academic settings and overall well-being. The present study examined how psychological capital predicts academic stress and academic resilience among postgraduate students. A convenient sample of 405 postgraduate students completed self-report measures of psychological capital, academic stress and academic resilience. Correlation analyses showed that psychological capital was negatively associated with academic stress and was positively associated with academic resilience. Academic stress and academic resilience were found to be negatively correlated, as expected. Multiple regression analyses revealed that psychological capital was a significant predictor of academic stress and academic resilience. These findings demonstrate the importance of developing psychological capital to foster resilience and reduce stress levels experienced by postgraduate students in academic settings. Implications of the findings to promote student well-being are discussed.