The challenges and experiences of academics supporting psychological capital among students at the emergence of COVID‐19: A qualitative investigation of award‐winning educators at a British university

Abstract

Background: Studies show that student mental health has continued to deteriorate over the years. Developing strengths-based approaches could aid educators in the development of Psychological Capital (PsyCap) and positive protective factors in students to support their mental well-being and aid in their success; however, little is known of the subject experience of educators who attempt this. Aims: This study aims to understand the experience of award-winning educators; both in their attempts to cultivate positive protective factors in students and in challenges to the pursuit of that goal during the shifting academic landscape at the emergence of COVID-19. Sample: Six award-winning educators from a British university. Methods: Participants were interviewed over video calls in this research design using semi-structured interviews. Thematic analysis was used to analyse the data.Results & Discussion: The results showed two major themes; pressures for academics and strength-based approached to cultivating PsyCap. These themes reflected that educators saw an urgent need for students to develop resilience as they struggle to handle subjective failure and that students struggle with imposter syndrome. The educators identified the challenges as feeling taken for granted, having unmanageable workloads along high expectations placed on them.

The Impact of Psychological Wellbeing on the Academic Performance of Tertiary education in Sindh : Does Psychological Capital Matter?

“…These findings indicate that interventions targeting the enhancement of students' emotional and mental well-being may have significant and wide-ranging impacts on their academic performance. Furthermore, students' ability to cope with the pressures and difficulties of university life is enhanced when their mental well-being is robust, as this enhances their academic optimism and ability to bounce back from setbacks (Morris et al, 2023). Universities should give top priority to mental health services and initiatives that promote a positive and supportive environment, as psychological wellbeing has a significant impact on these factors.…”

“…Though PsyCap plays a crucial role in improving students' academic performance and significantly contributes to organisational success, it is unfortunate that academic environments continue to neglect its significance. The lack of attention and scarcity of research on PsyCap in educational institutions emphasises the urgent necessity to continue conducting empirical studies on PsyCap in these settings (Morris et al,2023).…”

A-HERO: Integrating Authenticity into the Psychological Capital Model

“…Second, higher education is a particularly good time for the development of PsyCap. Indeed, academics view the development of resilience and other PsyCap resources as a key aim of university education (Morris et al, 2023). Dealing positively with setbacks and failure, as well as taking agency for engaging with one's own goals, are essential to university success and set students up well for their future careers.…”

Mediational Effect of Students’ Creativity on the Relationship between Leadership on Academic Success: Well-Being as Moderator

“…Students can develop a growth mindset and flexibility by including positive psychology principles in the school environment, allowing them to overcome challenges and thrive e-ISSN:2710-4354 p-ISSN:2076-9660 academically (Bowman & Levtov, 2020). Moreover, promoting a sense of belonging and acceptance in the school community can improve students' self-efficacy and motivation to succeed (Morris et al, 2023).…”