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The purpose of this paper is to focus on psychological capital (PsyCap) – one of the emerging topics of human resource management, by examining its antecedents and outcomes through the lens of social exchange theory.

A meta-analytic approach was applied to validate the proposed hypotheses. Altogether, 105 primary studies published between 2000 and 2018 were collected and used.

Results show that leadership styles (authentic leadership, ethical leadership, abusive leadership) and organizational support are antecedents and desirable work attitudes (job satisfaction, organizational commitment, organizational citizenship behavior) are consequences of PsyCap. Employee’s characteristics significantly moderated the relationship between PsyCap and work attitudes.

This was the first attempt to examine PsyCap in a theoretical framework with its antecedents and outcomes and furthermore, to apply a meta-analytic method. The moderating role of employee characteristics in the relationship between PsyCap and work attitudes is also explored.

This study aims to explore the impact of personality traits on self-perceived employability (SPE) and test if the associations are mediated by knowledge sharing (KS) through online learning during the COVID-19 pandemic. In addition, the moderation effect of trust in the relationship between KS and SPE was examined.

Based on Big Five Personality Trait Model and KS model, the authors proposed and tested the research framework with 341 samples collected from university students who experienced online learning during the social distancing caused by the COVID-19 pandemic. The measurement model was assessed to confirm the validity and reliability of the structure, then hypothesis testing was performed with the partial least square-structural equational model (PLS-SEM).

The results showed that extraversion and agreeableness positively affected SPE through KS. Moreover, trust played a moderating role on the effect of KS on SPE.

Based on the research findings, the authors suggest that academic institutions, especially universities, should provide opportunities for students to explore their personality traits. Second, the university should organize specific activities that promote knowledge sharing among students. Third, the university should encourage the creation of platforms aimed at sharing knowledge in a reliable way that increases trust in responsiveness.

The present study contributes to the literature on SPE by presenting immediate empirical evidence on the relationship between personality traits and SPE, along with mediating and moderating effects. These findings provide meaningful implications for higher education institutions that implement online learning during challenging circumstances.