Psychological capital as an antecedent to servant leadership in the counseling profession

Prasath, Priscilla Rose; Bhat, Christine Suniti

doi:10.1080/2326716x.2022.2036269

Cited by 2 publications

(1 citation statement)

References 47 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Also, during the COVID-19 pandemic, Alat et al's (2021) study indicated that individuals who possess high PsyCap experienced less psychological distress. Researchers examined PsyCap in the context of education (Luthans et al, 2012), particularly among international students (Jo Ching et al, 2019;, and found that PsyCap is associated with student engagement (Barratt & Duran, 2021), academic performance (Luthans et al, 2012), academic adjustment (Hazan Liran & Miller, 2019, leadership (Prasath & Bhat, 2022) and overall well-being (Prasath et al, 2021;Riolli et al, 2012;Selvaraj & Bhat, 2018). In particular, students with higher levels of PsyCap reported experiencing lower levels of academic stress and higher levels of positive mental health (Javaheri, 2017).…”

Section: Psychological Capital (Psycap) Of International Studentsmentioning

confidence: 99%

Psychological Capital, Well-being, and Distress of International Students

Prasath

Xiong

Zhang

et al. 2022

Int J Adv Counselling

Self Cite

View full text Add to dashboard Cite

International students continue to experience myriad of challenges, some of which further transpired disproportionately during the COVID-19 pandemic era. To this effect, this study investigated psychological capital (PsyCap), psychological distress, and well-being among 188 international students attending U.S universities. Results using Hayes PROCESS indicated that well-being mediated the relationship between PsyCap and psychological distress and in particular moderated the relationship between PsyCap and depression. When higher education institutions are considering steps to mitigate psychological distress experienced by international students during the COVID-19 pandemic and beyond, based on the findings of our study, we suggest investing efforts and resources into two aspects: (a) promotion of positive mental health and well-being and (b) identification and development of positive psychological capital. We further discuss these results and implications for mental health promotion of international students in light of its limitations and recommendations for future research.

show abstract