IntroductionMoral sensitivity is a core component of ethical competence in nursing. However, the role of personal psychological and existential resources particularly psychological capital and spiritual well-being in shaping this sensitivity remains underexplored among nursing students. This study aimed to examine the relationships between psychological capital, spiritual well-being, and moral sensitivity, and to identify their predictive value among nursing students.MethodsA cross-sectional study was conducted in 2023 among 200 nursing students with census sampling. Validated scales were used to measure psychological capital (PCQ), spiritual well-being (SWBS), and moral sensitivity (MSQ). Hierarchical regression analysis was performed to assess the independent and combined effects of the predictors.ResultsParticipants showed relatively high levels of psychological capital (M = 111.5, SD = 14.2) and moral sensitivity (M = 94.2, SD = 12.0), and moderately high spiritual well-being (M = 82.7, SD = 12.2). Strong positive correlations were found between all main variables (r = 0.51–0.61, p < 0.001). Hierarchical regression revealed that both psychological capital (β = 0.38, p < 0.001) and spiritual well-being (β = 0.31, p < 0.001) were significant independent predictors of moral sensitivity, collectively explaining 45% of its variance.ConclusionPsychological capital and spiritual well-being appear to be closely related to moral sensitivity in nursing students. This suggests that educational efforts focused on strengthening these inner resources could help foster ethical competence. Future interventional studies are needed to test this possibility.

This research aims to define and substantiate the core psychopedagogical features comprising specific content, methods, and criteria that are essential for effectively integrating stress resilience training into the professional curricula of future seafarers. A number of adapted psychodiagnostic methods were used to address the tasks related to the stress resilience of future seafarers: 1) Connor-Davidson Resilience Scale (CD-RISC); 2) Perceived Stress Scale (PSS); 3) authors’ questionnaires “Resilience of future seafarers” and “Readiness to overcome stress situations while working at sea”. It was identified that future seafarers’ stress resilience is not only a personal trait but is also heavily influenced by the special conditions of their professional environment. Three most significant factors were identified: 1) the extremity of the profession (the possibility of emergency situations and the need for quick decision-making); 2) communication in a limited space (avoidance and resolution of conflict situations, lack of access to the Internet and other means of communication); 3) physical living conditions (limitation of personal space). ------------------------------------------------------------------------------Cite this article: APA Style:Tyron, O., Hatsenko, L., &amp; Kaminska, S. (2026). Psychopedagogical features of the formation of stress resilience of future seafarers: Readiness to overcome the challenges of life activity at sea. Maritime Technology and Research, 8(3), 284350. https://doi.org/10.33175/mtr.2026.284350 MDPI Style:Tyron, O.; Hatsenko, L.; Kaminska, S. Psychopedagogical features of the formation of stress resilience of future seafarers: Readiness to overcome the challenges of life activity at sea. Marit. Technol. Res. 2026, 8, 284350. https://doi.org/10.33175/mtr.2026.284350 Vancouver Style:Tyron O, Hatsenko L, Kaminska S. (2026). Psychopedagogical features of the formation of stress resilience of future seafarers: Readiness to overcome the challenges of life activity at sea. Marit. Technol. Res. 8(3):284350. https://doi.org/10.33175/mtr.2026.284350 ------------------------------------------------------------------------------ Highlights Stress resilience in future seafarers is conceptualized as a multidimensional construct, integrating general and profession-specific components. The expression of resilience is shaped by occupational maritime conditions, extending beyond general psychological traits. Adaptive functioning in future seafarers coexists with vulnerability to uncertainty and isolation. Stress resilience emerges from the interaction of personal psychological resources and professional context. Three core stress domains underpin resilience development: occupational extremes, communication in confined environments, and physical living conditions.

ABSTRACT The ongoing war in Ukraine has affected the mental and physical health of university students, elevating psychological support needs. This longitudinal study examined relationships between support needs, trauma-related symptoms, somatic complaints, and personal psychological resources among 439 Ukrainian students assessed one year apart. Participants completed validated measures of PTSD symptoms, physical complaints (GBB-24), resilience, general self-efficacy, and post-traumatic growth (PTG). Students with more severe PTSD symptoms and overall somatic complaints reported significantly higher psychological support needs. In multiple regression, resilience and self-efficacy did not add unique variance; moderation analyses indicated no buffering (interactions were small and in the opposite direction). PTG was not associated with support needs. A change-score model showed that within-person increases in PTSD symptoms and somatic complaints over one year predicted higher support needs at Time 2. Findings emphasize integrated, context-sensitive student mental-health strategies that address symptom burden alongside coping capacity; future research should incorporate multi-wave designs and broader psychosocial factors to clarify mechanisms under chronic threat.

Quality aging as an integrative concept in gerontology.

General Background: Organizational commitment is a critical construct in organizational psychology that reflects employees’ attachment and loyalty toward their institution. Specific Background: Psychological capital, which encompasses hope, self-efficacy, resilience, and optimism, has been recognized as a positive psychological resource associated with work-related attitudes. Knowledge Gap: However, empirical evidence examining the relationship between psychological capital and organizational commitment within the specific institutional context studied remains limited. Aims: This study aims to examine the relationship between psychological capital and organizational commitment among employees. Results: The findings indicate a significant positive relationship between psychological capital and organizational commitment, suggesting that higher levels of psychological capital are associated with stronger organizational commitment. Novelty: The study contributes by providing empirical evidence within the examined institutional setting, reinforcing the relevance of psychological capital in organizational contexts. Implications: These findings highlight the importance of developing employees’ psychological resources as part of organizational strategies to foster stronger commitment and sustainable organizational performance. Keywords: Psychological Capital, Organizational Commitment, Positive Organizational Behavior, Employee Attitudes, Quantitative Study Key Findings Highlights: Positive association identified between personal psychological resources and institutional attachment. Hope, resilience, optimism, and self-efficacy demonstrate meaningful linkage with work loyalty. Empirical evidence supports the relevance of positive organizational behavior constructs.

General Background: Burnout among nurses remains a critical issue in hospital settings due to high workload, emotional demands, and organizational pressures that may compromise psychological well-being. Specific Background: Self-efficacy is considered an internal psychological resource that supports coping capacity and professional functioning among healthcare workers. Knowledge Gap: Although prior studies have examined burnout in nursing contexts, empirical evidence regarding the relationship between self-efficacy and burnout within the studied hospital setting remains limited. Aims: This study aims to examine the relationship between self-efficacy and burnout among hospital nurses. Results: The findings indicate a significant negative relationship between self-efficacy and burnout, demonstrating that higher levels of self-efficacy are associated with lower levels of burnout among nurses. Novelty: This study provides empirical confirmation of the association between self-efficacy and burnout within a specific hospital context, reinforcing the role of personal psychological resources in occupational well-being. Implications: The findings highlight the importance of strengthening nurses’ self-efficacy as part of institutional strategies to address burnout and support sustainable healthcare service delivery. Keywords: Self-Efficacy, Burnout, Nurses, Occupational Stress, Hospital Setting Key Findings Highlights: higher personal confidence in task capability corresponds with lower emotional exhaustion levels psychological resources play a central role in workplace strain among healthcare staff empirical data confirm a significant inverse association between the two measured variables

This study examines the influence of moral courage and psychological capital on internal audit effectiveness and investigates the moderating role of ethical culture within the Internal Audit Units (SPI) of Public Service Agency State Universities (PTN BLU) in Indonesia. Drawing on Social Cognitive Theory, this study conceptualizes moral courage and psychological capital as personal factors, while ethical culture represents an environmental factor that may shape auditors’ professional behavior. Using a quantitative approach, primary data were collected through a structured questionnaire distributed to all SPI members of 53 PTN BLU across Indonesia. A saturated sampling (census) technique was employed, resulting in 184 valid responses. Data were analyzed using Structural Equation Modeling Partial Least Squares (SEM PLS) with SmartPLS 4. The results indicate that moral courage has a positive and significant effect on internal audit effectiveness, suggesting that auditors who uphold ethical principles and demonstrate moral firmness are more capable of conducting objective and high-quality audits. Psychological capital also shows a positive and significant effect on internal audit effectiveness, confirming that self-efficacy, optimism, hope, and resilience enhance auditors’ ability to perform under pressure. However, ethical culture does not moderate the relationship between moral courage and internal audit effectiveness, indicating that moral courage functions as an intrinsic personal attribute that operates relatively independently of organizational context. In contrast, ethical culture significantly strengthens the relationship between psychological capital and internal audit effectiveness, highlighting the importance of an ethical work environment in optimizing auditors’ psychological resources.This study contributes by extending the internal audit literature through an integrated examination of moral courage and psychological capital within a public higher education context, an area that remains underexplored. It also advances Social Cognitive Theory by demonstrating the differentiated moderating role of ethical culture on personal psychological resources versus moral attributes. Practically, the findings provide insights for PTN BLU management to enhance internal audit effectiveness through the development of auditors’ psychological capital supported by a consistently internalized ethical culture.

Exploring why adolescents of disadvantaged family socio-economic status were more depressed than others: Serial mediations via personal psychological resources, loneliness, and school refusal functions.

&lt;p&gt;&lt;strong&gt;Context and relevance.&lt;/strong&gt; Military events impact the psychological well-being of individuals both directly and indirectly involved in armed conflict. &lt;strong&gt;Objective:&lt;/strong&gt; to analyze the characteristics of psychological coping resources depending on the posttraumatic response profile of individuals directly and indirectly involved in military conflict. &lt;strong&gt;Hypothesis.&lt;/strong&gt; Posttraumatic response profiles will differ based on the degree of involvement in military conflict, age, type and duration of trauma, and the availability of instrumental and psychological resilience resources.&lt;strong&gt; Methods and materials.&lt;/strong&gt; The study involved 614 individuals aged 18 to 77 years (M = 34, SD = 12), 89% of whom were women. Among them, 205 were residents of Berdyansk, Donetsk, and Mariupol &amp;mdash;regions directly affected by military conflict. The International Trauma Questionnaire, the Posttraumatic Growth Inventory, the Resilience Scale, the Identity Resilience Scale, authenticity questionnaires, and the COPE-30 were used. &lt;strong&gt;Results.&lt;/strong&gt; Four posttraumatic response types were identified &amp;mdash; normative, transformational, dialectical, and dysfunctional &amp;mdash; corresponding to Bonanno&amp;rsquo;s classification. The type of response was found to be associated with age, trauma type, trauma duration, and the degree of involvement (direct vs indirect). The profiles also differed in terms of the use of personal psychological and instrumental resilience resources. &lt;strong&gt;Conclusions.&lt;/strong&gt; Regardless of their degree of involvement in military conflict, most individuals demonstrated adaptive responses to traumatic events. The dialectical profile identified in the study expands the current understanding of posttraumatic trajectories, confirming that individuals with posttraumatic symptoms may also experience posttraumatic growth.&lt;/p&gt;

Against the backdrop of a protracted military conflict, the mental health of servicemen who sustained numerous injuries during combat missions had become increasingly relevant. This study addressed the psychological states of combatants in the context of their professional functioning during war and their subsequent adaptation to civilian life. The purpose of the research was to analyze key factors that supported the mental health of military personnel. The methodology involved analysis and synthesis, systematization, comparison, generalization, and abstraction. The study identified major difficulties faced by combatants in adapting to normal social roles following prolonged combat exposure. It examined manifestations of destructive mental states, including anxiety, apathy, depression, stress, frustration, and post-traumatic stress disorder. The research analyzed the characteristics and symptoms of these conditions and explored ways to alleviate or overcome them through active social support, religious practices, and the mobilization of personal psychological resources. Particular attention was given to the psychological state of combatants after returning from active duty and the importance of timely mental health interventions. The factors influencing the psychological well-being of soldiers are examined through the prism of interaction between society and culture. The findings emphasized the need for effective rehabilitation programs, greater public awareness, and targeted psychological support to facilitate the reintegration and long-term well-being of former servicemen.

The psychological well-being of athletes is influenced by multiple interconnected factors that can significantly impact their performance outcomes. This study examined the predictive relationships between psychological capital, work–family conflict, and perceived stress in determining athletic success. We investigated how these psychological constructs influence performance outcomes among professional athletes. The combined sample comprised 240 professional athletes who completed validated measures of psychological capital, work–family conflict, and perceived stress. Discriminant analysis was employed to identify which variables most effectively differentiated between successful and less successful athletes. Results revealed that psychological capital dimensions and work–family conflict significantly predicted athletic performance outcomes. Stepwise discriminant analysis identified optimism, self-efficacy, hope, work–family conflict, and resilience as the strongest predictors of athletic success. The findings demonstrate that work–family conflict serves as a critical mediating factor between psychological capital and athletic performance, with increased conflict associated with elevated stress levels and diminished psychological resources. These results highlight the importance of considering athletes’ broader life context when examining performance predictors. The study contributes to understanding how personal psychological resources interact with external stressors in the athletic domain, suggesting that interventions addressing both individual psychological capital and work-family balance may be most effective in supporting athletic achievement.

BACKGROUNDEducating sailors requires intensive training, which involves highly specialized ship simulators. This is due to the crew’s responsibility for the safety of the people on board and the simultaneous risk of making improper decisions under time pressure and with insufficient data. Thus far, empirical data on the role of personal psychological resources in the process of sailor skills training have been lacking.PARTICIPANTS AND PROCEDUREFifty cadets of the Navigation and Naval Weapons Faculty and 51 cadets of the Mechanical and Electrical Engineering Faculty of the Polish Naval Academy in Gdynia, Poland, participated in the study. Task performance during ship simulator training was assessed. Additionally, the participants completed the General Self-Efficacy Scale, the Brief Resilience Scale, the Questionnaire of Stimulating and Instrumental Risk, and the Status-Driven Risk Taking Scale.RESULTSThree subgroups were distinguished based on their levels of task performance and the psychological variables measured. Cadets who achieved the highest task performance during simulator training simultaneously reported the highest sense of self-efficacy and resilience, average acceptance of instrumental risk, status-driven risk and its subdimensions, as well as the highest acceptance of stimulating risk.CONCLUSIONSIndividual differences such as resilience, sense of self-efficacy, and risk acceptance have a different configuration among individuals who achieved the highest task performance on ship simulators. Identifying individuals with the optimal configuration of these variables may be useful for designing education and development processes for officers, although this requires further studies.

Teacher turnover is a significant educational challenge affecting students, teachers, and schools. Research underlines the need for further investigation of the factors influencing teacher retention. This study examines how the Big Five personality traits influence teacher resilience and, in turn, affect retention intentions among K–12 Greek teachers. Drawing on the job demands–resources model and conservation of resources theory, the study tested a conceptual model using structural equation modeling. Data were collected via an online survey from 679 Greek teachers. Results indicated that agreeableness, imagination, and emotional stability significantly predicted resilience, showing the strongest effects compared to conscientiousness and extraversion. Furthermore, resilience had a direct effect on teachers’ intention to stay, and also mediated the indirect effects of personality traits on retention. These findings support the role of personal psychological resources in teacher retention and suggest that interventions enhancing resilience and personality traits may support workforce stability.

Introduction: Although several studies have hexplored the development and dynamics of mental toughness, there is a notable scarcity of research addressing these aspects from a resource-based perspective. Objective: The study aimed to investigate the role of personal psychological resources in the relationship of social and organizational resources on mental toughness in secondary school varsity athletes. Through the lens of the Conservation of Resources (COR) theory, this study investigates the impact of external resources such as support from family, friends, coaches, and organizations on internal psychological attributes like hope, efficacy, resilience, and optimism, which together contribute to the development of mental toughness. Methodology: A total of 644 secondary school varsity players from Northern Mindanao, Philippines, were involved in the study. Results: The results showed that personal psychological resources served as a mediator in the relationship of social and organizational resources on the mental toughness of student-athletes. Specifically, athletes who reported receiving more resources from their social network and organizations exhibited increased personal psychological resources (i.e., hope, efficacy, resiliency, optimism) of which contributed to enhanced mental toughness. Conclusions: This study emphasizes the significance of a supportive environment in cultivating athletes' mental toughness and provides practical implications for sports organizations, educators, and coaches in creating interventions that improve personal psychological resources, and ultimately, mental toughness.

Technological progress has forever changed the subject of lifelong learning and its landscape. Under the influence of the digital environment, a new culture of learning is being formed, which can be successfully utilized by universities in adapting the content, nature, and forms of further education to contemporary sociocultural conditions. One direction for optimizing further education is preparing students for independent learning activities in the context of lifelong learning. Successfully addressing this task requires identifying the adult learner's ability to adapt and self-modify. Psychological resilience, engagement in learning, and optimal experience have been the focus of attention in both foreign and domestic psychological research for several decades, studying the educational behavior of adults in situations of change. However, scholars have not yet reached an understanding of their role in the independent learning activities of adults. This article is dedicated to examining key approaches and discussion directions related to the psychological resilience of individuals, optimal experiences, and academic engagement to determine their role in developing the autonomy of adult learners' educational activities. The analysis and synthesis of foreign literature on the research problem utilized descriptive methods, categorization methods, comparative-historical methods, and hermeneutic methods. Approaches to defining psychological resilience, as well as the concepts of “flow” and “optimal experience,” which have not been previously presented in Russian, are considered. Their roles in developing the independent learning activities of adult learners are analyzed. The thesis is proposed that the engagement of adults in further education should be viewed as a complex, emotionally significant outcome of successfully overcoming psychological barriers encountered during the educational process. The ability of a learner to manage themselves or the situation, consciously engage in learning while maintaining their value orientations despite changes in their life context, and achieve "flow" in their educational activities underpins the continuity of their educational experience. Understanding psychological resilience as a process containing a dynamic balance of stability and variability is most productive for developing methodologies that study the personal psychological resources of engagement and disengagement of adults in further education, as well as for creating measures aimed at enhancing their autonomy in lifelong learning.

BackgroundThe caring behaviors of outpatient nurses play a crucial role in improving the quality of care in hospitals. Work resources and personal psychological resources have a significant impact on nurses’ caring behavior. Previous research has shown that perceived organizational support and compassion fatigue are linked to nurses’ caring behaviors. However, the specific relationship among these variables is less clear in the context of outpatient nurses working in high-stress environments.MethodsA convenience sampling method was utilized to recruit 413 outpatient nurses from six tertiary hospitals in Xi’an, China, as research subjects between November 2023 and January 2024. The questionnaires used in the study included a sociodemographic questionnaire, the Perceived Organizational Support Scale, the Chinese version of the Compassion Fatigue Brief Scale, and the Chinese version of the Caring Behavior Scale. Data analysis involved descriptive statistics, Mann-Whitney U test, Kruskal-Wallis H rank-sum test, Spearman correlation analysis, and the PROCESS macro model 4.ResultsA significant negative correlation was observed between the sense of organizational support and compassion fatigue (ρ=-0.547, P < 0.01). Conversely, a significant positive correlation was found between the sense of organizational support and caring behavior (ρ = 0.469, P < 0.01). Moreover, there was a significant negative correlation between compassion fatigue and caring behavior (ρ=-0.641, P < 0.01). Subsequent mediation analysis demonstrated that compassion fatigue partially mediated the relationship between perceived organizational support and caring behaviors. The overall impact of perceived organizational support on caring behavior (β = 0.363) encompasses both its direct influence (β = 0.131) and the indirect impact mediated by compassion fatigue (β = 0.232). The mediating effect accounts for 63.9% of the total effect.ConclusionCompassion fatigue acts as a partial mediator in the relationship between perceived organizational support and the caring behavior of outpatient nurses. It is essential for nursing managers to effectively manage both the work resources and personal psychological resources of outpatient nurses to improve their caring behaviors in high-stress settings. By improving nurses’ organizational support resources, we can reduce the depletion of their personal psychological resources and alleviate negative emotions such as compassion fatigue. This, in turn, can improve nurses’ caring behavior and ultimately enhance the overall quality of nursing services in the hospital.

The climate crisis is both an environmental and moral issue. The United Nations’ (UN) Sustainable Development Goals (SDGs) provide a framework for a global response to systematically challenge the world’s reactions to the climate crisis, making sustainable education for all a priority. For such sustainability education to be effective, it should engage children in early childhood in, about, and for the environment, emphasizing the moral ramifications of climate equity and justice. We investigated in what ways 19 United States (US) nature-based early childhood educators focused their sustainability education (ECEfS) in, about, and for the environment. The types of activities that engaged about and for experiences were related to the moral principles of welfare, harm reduction, resource allocation, and equality, as well as teachers’ reasoning about these experiences with children. Our findings suggest that educators’ curricula and activities reflect potential moral issues related to sustainable development. However, educators did not engage children in moral reasoning about these issues. A possible explanation is US teachers’ beliefs about developmental practice and children’s capabilities leading them to rarely engage in moral reasoning about sustainability issues instead of scaffolding children to develop personal psychological resources, thereby supporting the SDG for sustainable education.

Abstract: Emotional exhaustion is known to negatively impact employees’ physical and mental health. Although personal psychological resources have been considered as critical alleviating factors, little is known about the relation between sense of power and emotional exhaustion as well as the underlying mechanisms. Building on conservation of resources theory and the psychology of power framework, this research aims to examine a dual mediation model to fill this gap. A three-wave survey was implemented to collect data among 227 employees in China. Mediation analysis was conducted to examine our hypotheses. The results showed that sense of power was negatively related to emotional exhaustion; both psychological safety and organizational embeddedness mediated this relationship. Theoretical and practical implications are discussed.

Psychological capital and well-being: An opportunity for teachers' well-being? Scoping review of the scientific literature in psychology and educational sciences

PurposeThis study aims to investigate the relationship between individual-level psychological resources and team resilience in the context of expatriate project management teams. It seeks to understand how personal psychological resources contribute to team resilience and explore the dynamic evolution mechanism of team resilience. The goal is to enhance team resilience among expatriates in a BANI (Brittle, Anxious, Nonlinear, and Incomprehensible) world, where organizations face volatile and uncertain conditions.Design/methodology/approachAn online survey was applied for data collection, and 315 valid samples from Chinese expatriates in international construction projects were utilized for data analysis. A structural equation model (SEM) examines the relationships between personal psychological resources and team resilience. The study identifies five psychological factors influencing team resilience: Employee Resilience, Cross-cultural Adjustment, Self-efficacy, Social Support, and Team Climate. The hypothesized relationships are validated through the SEM analysis. Additionally, a fuzzy cognitive map (FCM) is constructed to explore the dynamic mechanism of team resilience formation based on the results of the SEM.FindingsThe SEM analysis confirms that employee resilience, cross-cultural adjustment, and team climate positively impact team resilience. Social support and self-efficacy also have positive effects on team climate. Moreover, team climate is found to fully mediate the relationship between self-efficacy and team resilience, as well as between social support and team resilience. The FCM model provides further insights into the dynamic evolution of team resilience, highlighting the varying impact effects of antecedents during the team resilience development process and the effectiveness of different combinations of intervention strategies.Originality/valueThis study contributes to understanding team resilience by identifying the psychological factors influencing team resilience in expatriate project management teams. The findings emphasize the importance of social support and team climate in promoting team resilience. Interventions targeting team climate are found to facilitate the rapid development of team resilience. In contrast, interventions for social support are necessary for sustainable, long-term high levels of team resilience. Based on the dynamic simulation results, strategies for cultivating team resilience through external intervention and internal adjustment are proposed, focusing on social support and team climate. Implementing these strategies can enhance project management team resilience and improve the core competitiveness of contractors in the BANI era.