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In the organizational behaviour literature, psychological capital (psycap) has been identified as a significant variable affecting the engagement level of employees. Relying on this, this study aims to examine the association between psycap sub-constructs and employee engagement (EE) using systematic review and meta-analysis techniques.

The study analyzed 28 primary studies (selected through a systematic review of literature by incorporating inclusion and exclusion criteria) via meta-analysis techniques conducted using Meta-Essential Software (1.5). Along with this, the Cohen Kappa reliability test and the trim and fill technique have been applied, followed by moderator analysis.

The results of the study contribute to the extant literature in three ways. Firstly, the study confirms the positive association between psycap sub-constructs and EE. Secondly, it looks into the individual constructs of psycap and shows that hope is the primary component that influences EE, followed by optimism, efficacy and resilience. Thirdly, the country acts as a moderator between psycap and EE.

The study’s result highlights numerous implications, suggesting that organizations should focus on bringing out the latent “HERO” (hope, efficacy, resilience and optimism) qualities of their employees to make the workplace more engaging. Lastly, the study concludes by pointing out the limitations and highlighting future directions.

Being the first systematic review and meta-analytical study focusing on psycap sub-constructs and EE associations, this study contributes to the engagement literature.

Soft skills are essential not only for students but also for employees in any workplace. Some factors influence the development of soft skills in high schools. This study investigates the effect of psychological capital (PsyCap) on soft skills through the role of psychological well-being at different students’ grade levels.

Three scales (i.e. the Psychological Capital Questionnaire, the Scale of Psychological Well-being and the soft skills assessment) were used on 707 high school students from seven senior high schools. The data were analysed using a moderated-mediation regression technique to reveal the conditional indirect effect of PsyCap on soft skills.

The results suggested that students' grade levels moderated the indirect effect of PsyCap on soft skills via psychological well-being. Students in higher grades showed a stronger impact of PsyCap on soft skills via psychological well-being.

The psychological states of students should be regarded as one of the most critical aspects of education and career advancement. Schools should assist students in developing their soft skills. Students, regardless of grade level, would begin to occupy their PsyCap, ensure their psychological well-being and finally, engage in soft skills development activities.

This current study has shifted from simply assessing soft skills to investigating some avenues for developing soft skills in various contexts and areas. If the theoretical model is well established, teachers and educators can effectively improve soft skills intervention by understanding the antecedents of soft skills.

This study investigates how and when psychological capital (PsyCap) enhances well-being at work (WBW). Drawing on the job demands-resources (JD-R) model and the conservation of resource (COR) theory, an integrated model attempts to identify the relationship between PsyCap and employees' workplace well-being, mediated through work engagement (WE). Furthermore, the authors seek to understand how coaching-based leadership (CBL) moderates the relationship above.

Data were obtained from healthcare professionals who worked during the COVID-19 pandemic crisis in Tunisian hospitals. An online survey was distributed anonymously. A total of 449 questionnaires were included in the analysis. The PROCESS macro for SPSS (models 4 and 7) was employed to analyze the data.

The findings revealed that PsyCap significantly relates to WBW; and WE and CBL act as a mediating mechanism and a boundary condition, respectively. The collective effect of PsyCap, WE and CBL on WBW was also confirmed based on moderated mediation analysis.

This study gives HR managers insights into the importance of developing workers' PsyCap to promote their WBW. The findings also suggest that healthcare managers and leaders who aim to promote well-being should act as coaches.

This study extends research on WBW and sheds light on essential mechanisms and boundary conditions under which PsyCap promotes workplace well-being.

The purpose of this paper, intended primarily for practitioners, is to demonstrate how features of psychological capital (PsyCap) may be combined with manager efforts to collaborate with an employee on an action learning project. In reciprocal action learning, manager and employee create a partnership to learn, achieve work-focused goals and advance their relationship. Initiatives aimed at positively stimulating employee assets and psychological or behavioral attributes can overlay the action learning process.

A narrative synthesis was used to examine three sources of empirical research from organizational psychology and human resource management: reciprocity, action learning and PsyCap. Information was integrated to create a guide, a model for managers for use in considering options about how to structure employee and self-learning, as well as options for use in stimulating employee assets and PsyCap.

The approach presented may serve as a practical guide for manager consideration. Research identifies several types of behaviors and activities intended to positively stimulate and reinforce the learning of both participants. The literature on PsyCap offers many initiatives for a manager to consider in assisting an employee to develop talent and positive attitudes. Such efforts have to be carefully tailored to the individual employee, the tasks at hand and the manager’s own learning needs.

The value of action learning is supported by a relatively large research base. The significance of PsyCap also has substantial support. Innovatively, this paper offers guidance to a manager in consideration of combining the attributes of both concepts to maximize positive effects on learning, personal growth, skill development and work achievement.

Based on the Job Demands-Resources theory, this study investigates whether psychological capital (PsyCap) is a precursor of the one-directional work-to-home enrichment (WHE) process through a parallel mediation mechanism enabled by promotion-focused job crafting components.

A cross-sectional study was conducted on 231 Romanian employees. Data were analyzed using structural equation modeling (SEM).

PsyCap (what I can do) is an antecedent of all three promotion-focused job crafting behaviors (what I actually do) and WHE. Two specific job crafting dimensions – increasing social job resources and increasing challenging job demands – fully mediate the link between PsyCap and WHE. Increasing structural job resources does not predict WHE.

This study identifies PsyCap as an antecedent of WHE. It also uncovers underlying behavioral mechanisms that enable the transfer of resources from the work role to individuals' home role by investigating job crafting components as distinct dimensions. As such, it gives practitioners a clearer understanding of which behaviors they should seek to cultivate for employees to potentiate their home role through aspects of their job.

This paper aims to examine the impact of two psychological drivers, namely, psychological capital (PsyCap) and moral courage on internal audit effectiveness (IAE) and whether there is a substitution effect or complementary role of these psychological factors on IAE in the Tunisian setting.

IAE is measured using managers’ perceptions of the internal audit function based on 157 responses received from managers, while the remaining variables (including PsyCap and moral courage) are based on 157 internal auditors’ responses.

Findings suggest that PsyCap has a positive and significant impact on IAE, while moral courage has an insignificant impact on the same variable. Accordingly, PsyCap and moral courage are not playing a complementary role in improving IAE, and PsyCap substitutes for moral courage in increasing IAE. A battery of checks using interaction terms between moral courage and PsyCap corroborate these findings.

To the best of the author’s knowledge, this study fills one of the major research gaps in the auditing literature by emphasizing the role played by PsyCap in improving IAE. The findings may have policy implications for top firm management, especially when recruiting internal auditors who should enjoy efficacy, hope, resilience and optimism to help the organization achieve its strategic objectives and increase its performance.

The purpose of this study is to examine the relationship between team psychological capital (PsyCap) and team process improvement (TPI) by focusing on the mediating role of team self-managing behaviors (TSMBs) and the moderating effect of the team reward system.

Data were collected from 514 members and their immediate superiors nested in 135 action teams working for a Canadian public safety organization. Hypotheses were tested using a path analytic procedure.

Team PsyCap was positively related to TPI, and this relationship was mediated by TSMBs. In addition, the team reward system positively moderated the first stage of this relationship.

This study highlights the important role that motivational factors play in the effectiveness of action teams. Specifically, the present study reveals that the psychological resources of action teams interact with the level of recognition and reward they receive to predict members’ engagement in self-managing behaviors and in improvement processes.

Findings suggest that to promote the capacity for process improvement of actions teams, managers should focus on their positive psychological resources, their capacity to self-manage and on the level of recognition and reward they receive.

Considering the dynamic and complex environments within which action teams operate, the finding that team PsyCap promotes their optimal functioning is particularly noteworthy. Furthermore, this study clarifies why and when team PsyCap enhances TPI.

This study takes its basis in job demands-resources (JD-R) and psychological resource theories to investigate the role of two personal factors – psychological capital (PsyCap) and study crafting – in the quality of university life of business students.

A sample of 806 undergraduate business students in Vietnam was surveyed to collect data. Confirmatory factor analysis (CFA) was used to validate the measures and structural equation modeling (SEM) was employed to test the model and hypotheses.

The results produced by SEM demonstrated that students' PsyCap had a positive effect on quality of university life. In addition, study crafting positively moderated the relationship between students' PsyCap and quality of university life.

The study findings suggest that universities could complement higher performance standards of universities with efforts to enhance quality of university life by developing and nurturing students' PsyCap and study crafting, enabling students to rise to the challenge posed by higher standards.

The study findings contribute to the literature on business education by confirming the overarching role that PsyCap plays in the quality of university life of students. Further, the study introduces the concept of study crafting and demonstrates that study crafting alone and in combination with PsyCap may help business students enjoy a higher quality of university life.

This study aims to examine the relationships between students’ psychological capital (PsyCap), social-contextual factors and study-related outcomes. Social-contextual factors are represented by two education-related variables: academic support and peer support. Three study-related outcome variables are included, namely, study engagement, academic performance and student well-being.

Students from different higher education campuses and academic programs in Norway participated.

PsyCap is directly related to the three study-related outcome variables. The relationship between PsyCap and academic performance is mediated by study engagement. The two social-contextual factors (academic support and peer support) are both related to PsyCap. Finally, PsyCap also mediated the relationship between the two social-contextual factors and the three study-related outcome variables.

Overall, the findings reveal that PsyCap has a key role in all study-related outcomes. Accordingly, managers of higher education institutions should take students’ PsyCap seriously and seek ways to intervene and manage the different resources embraced in the concept of PsyCap.

This study contributes to a relatively new but seemingly growing area of research in educational management, focusing on the role of student PsyCap.

Based on the Job Demands-Resources (JD-R) theory, this study aims to identify person-contingent antecedents and consequences of proactive strength-oriented behaviors at work. Thus, the authors propose and test a model in which psychological capital (PsyCap), as a personal resource, represents a precursor of strengths use, which in turn is a facilitator of employees' self-rated performance.

The authors tested the hypothesized mediation process through a cross-lagged study with three waves, using data collected from a sample of Romanian employees. The authors analyzed the data through structural equation modeling.

The results provided support for our model. The data showed significant, positive cross-lagged relationships between PsyCap, strengths use and performance across waves. Also, the authors identified a significant and positive indirect effect between PsyCap at T1 and performance at T3 through increased strengths use at T2.

This research brings new evidence for strengths use's placement as a proactive individual strategy within the JD-R theory. Practical implications are related to career self-management and work from home.