The relationship between academic psychological capital and academic coping stress among university students

Abstract

Antecedents: University students confront academic stress in pursuing their academic goals, which may negatively affect their mental wellbeing. Consequently, it is relevant that students develop coping stress strategies to face students’ daily stress in their academic life. Previous organisational research has proposed that the positive core construct of psychological capital (PsyCap) positively relates to effective coping strategies. This positive core construct has been identified in academic settings, and it has been called Academic PsyCap. However, the relationship between Academic PsyCap and Coping academic stress has not been deeply studied. Objectives: The primary purpose of this research is to explore if the Academic PsyCap is positively related to Academic coping stress strategies in university students. Methods: An exploratory study with a cross-sectional design was conducted to explore the relationship between the variable of interest in a sample of 102 Chilean university students from public and private institutions. Results: The results of the research showed a positive and significant relationship between Academic PsyCap and Coping academic stress. Furthermore, differences were identified between students from public and private universities and students with aboriginal and non-aboriginal heritage. These results are promising to effectively help university students to face academic stress based on Academic PsyCap.