ArticlePsychology research and behavior management2026
Academic Psychological Capital and Mental Health: The Mediating Role of Coping Strategies.
Article in Psychology research and behavior management, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Background: Academic pressure represents a primary source of stress for young people. While psychological capital, encompassing hope, efficacy, resilience, and optimism, benefits working populations, its significance in academic contexts remains less understood, particularly regarding student mental health. Drawing from the conservation of resources theory, it was hypothesized that academic PsyCap is prospectively associated with reduced anxiety and depressive symptoms through increased adaptive coping and decreased maladaptive coping strategies. Methods: A two-wave prospective study was conducted on a sample of 507 undergraduate students in Hong Kong, China. Structured questionnaires were administered at the beginning (T1) and the end (T2) of the academic semester. The measures included academic PsyCap, coping strategies for academic stress, and anxiety and depressive symptoms. Structural equation modeling was conducted to test the hypothesized mediation model. Results: The results indicated that academic PsyCap at T1 had a negative indirect effect on anxiety and depressive symptoms at T2 through reduced maladaptive coping strategies at T2. Conversely, adaptive coping strategies at T2 did not serve as an underlying mechanism for the effect of academic PsyCap at T1 on anxiety and depressive symptoms at T2. Conclusion: This study highlights the role of academic PsyCap as a valuable set of personal resources associated with reduced maladaptive navigation of academic stress and better mental health outcomes among university students. Working toward the development and evaluation of intervention programs designed to cultivate academic PsyCap may represent a potential avenue for supporting student well-being.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.