Positive Psychological Capital Research Articles

예비 영유아교사의 모의수업 불안에 관한 연구

Objectives This study examines how the general characteristics major satisfaction, and positive psychological capital of pre-service early childhood teacher are related to simulated instruction anxiety, and confirms their rela-tive influence on simulated instruction anxiety. Methods The subjects of this study are 190 university student enrolled in departments related to childcare and early childhood education. Descriptive statistical analysis and correlation analysis were performed using SPSS program, and the relatiove influence of variables affecting simulated instruction anxiety was conformed through hierarchical multiple regression analysis. Results First, all sub-factors of the general characteristics, major satisfaction, and positive psychological capital of pre-service teachers’ showed a negative correlation with simulated instruction anxiety. Second, as a result of examining the relative influence on pre-service teacher’s simulated instruction anxiety, it was found that the in-fluence was in the order of self-efficacy, number of simulated instruction participation, and satisfaction with major subjects. Conclusions This study is significant in that it identified variables that affect pre-service teachers’ simulated in-struction anxiety in an academic reality where there is little actual research on simulated instruction anxiety. This study can be used as basic data for developing early childhood teacher training curriculum and programs.

Psychological health status of Chinese university students: based on Psychological Resilience Dynamic System Model

IntroductionThe mental health of unverisity students is influenced by diverse factorsis multifaceted, requiring further investigation to evaluate its current status and determinants. The present study aims to address this gap by targeting Chinese university students and employing the Psychological Resilience Dynamic System model. Through a questionnaire survey, this research endeavors to explore the mental health status and influencing factors. Ultimately, the findings of this study aim to provide a theoretical basis and tailored practical guidance for the development of mental health intervention strategies for university students.MethodsBased on the Psychological Resilience Dynamic System Model, the mental health status of 3,390 Chinese university students from 15 universities was empirically investigated with the principle of stratified sampling and the geographical distribution and disciplinary diversity of universities. The questionnaires used included Kessler psychological distress scale, psychological resilience scale,positive psychological capital scale, family hardiness index and social support scale. Among the participants, 47.85% were male and 52.15% were female. Regarding the origin, 42.89% of the students were from rural areas, while 57.11% were from urban areas.ResultsKey findings unveil: (1) A prevalence of 24.54% in students has suboptimal mental health, with 18.70 and 5.84%, respectively, representing those with poor and relatively poor mental health conditions; (2) A noteworthy negative correlation (p < 0.01) between mental health scores of university students and nine pivotal factors, including psychological resilience, self-efficacy, optimism, hope, resilience, family resilience, objective support, subjective support, and support utilization; (3) Eight factors, including grade, family economic status, psychological resilience, self-efficacy, optimism, family resilience, objective support, and support utilization, emerge as significant predictors of university students’ mental health (p <0.001), collectively elucidating 57.9% of the total variance in mental health.DiscussionThe aforementioned research results, indicate that the influencing factors on the mental health of university students encompass four main aspects. These include individual demographic factors such as grade and family economic status, positive psychological capital factors such as psychological resilience, self-efficacy, optimism, hope, and resilience, family resilience factors including responsibility, control, and challenge, and societal support factors including objective support, subjective support, and support utilization. Based on this, this paper focuses on four recommendations: giving full play to the leading role of universities in mental health education and stress intervention, strengthening the educational power of positive family ideals and role modeling, building a support system for positive social atmosphere and psychological counseling, and improving the self-shaping ability of university students’ psychological resilience and positive psychological capital. These recommendations aspire to better promote the mental health of university students and provide a strength reserve for psychological problem intervention.

The Impact of COVID-19 Risk Perception on College Students' Positive Psychological Capital: the Role of Psychological Resilience and Social Support

In order to explore the relationship between COVID-19 risk perception and positive psychological capital in college students, this study investigates the mediating role of psychological resilience and the moderating role of social support. Methods: In this study, 586 college students were surveyed by COVID-19 Risk Perception Scale, Positive Psychological Capital Questionnaire, Chinese Version of Resilience Scale and Social Support Scale. Results: (1) There is a significant negative correlation between COVID-19 risk perception and positive psychological capital, that is, COVID-19 risk perception can significantly and negatively predict the positive psychological capital of college students. (2) Psychological resilience plays a mediating role between risk perception and positive psychological capital. (3) Social support plays a weakening role in the negative prediction of risk perception on positive psychological capital. Conclusions: COVID-19 risk perception not only directly reduces positive psychological capital, but also affects positive psychological capital of college students through psychological resilience; social support can adjust the negative impact of risk perception on positive psychological capital. This study reveals the relationship between COVID-19 risk perception and college students' positive psychological capital and its mechanism, which has positive enlightenment significance for improving college students' mental health status and better promoting self-regulation during major public health events.

Factors influencing positive psychological capital of dental hygiene students

Objectives: This study aimed to explore ways to improve the level of positive psychological capital of dental hygiene students. After comparing the levels of positive psychological capital, social support, and emotional regulation ability of dental hygiene students and identifying correlations, the sub-factors of social support and emotional regulation ability that affect positive psychological capital were identified. Methods: A survey of 70 questions was conducted targeting 310 dental hygiene students in Gyeonggi-do and Chungcheong-do. The results were subjected to exploratory factor analysis, frequency analysis, t-test, oneway ANOVA, correlation analysis, and multiple regression analysis using the PASW statistics 18.0 program. Results: The level of positive psychological capital was high when students had high grades and perceived positive relationships with professors and peers (p<0.001). Factors highly correlated with positive psychological capital include ‘self-emotional regulation ability’ among ‘emotion regulation abilities’ (r=0.665, p<0.001), and ‘emotional support related to daily life’ recognized ‘social support’ (r=0.635, p<0.001), followed by ‘social support’ (r=0.602, p<0.001). Factors affecting positive psychological capital include ‘self-emotion recognized ability’ (β=0.377, p<0.001), ‘quality of professor relationship’ (β=0.201, p<0.001), and ‘emotion control ability’. Among ‘social support’, ‘emotional support related to daily life’ (β=0.201, p=0.003) and ‘grades’ (β=0.159, p<0.001), and among ‘social support’, ‘social-related support’ (β=0.149, p=0.016), followed by ‘grade’ (β=0.076, p=0.043) were identified. Conclusions: To improve the positive psychological capital of dental hygiene students, efforts should be made to improve self-emotion regulation ability, professor relationships, emotional support related to daily life, and social support.

Correlation Between Pressure During the Final Week and College Students Positive Psychological Capital

Positive psychological capital (PPC), as a concept of positive psychology, has achieved a great development. It emphasized the positive psychological state of an individual and how it affects their well-being and performance. It contains four parts: hope, efficiency, resilience, and optimism. PPC also has important reference value for judging an individual's mental health status. This paper aims to discover correlation between college students PPC and number of their final exams and papers. The study found that the PPC level of Wenzhou-Kean University college students during the final week did not show a high level of correlation with the number of final tests (NFT)or number of final papers (NFP). The research results can provide a reference for exploring the sources of stress during final week for college students. The outcome of the study can apply the framework to explore the relationship between potential variables and college students' stress, which will promote the study of college students' stress.

부모의 자율성 지지가 대학생의 심리적 행복감에 미치는 영향: 긍정심리자본의 매개효과 검증

This study aims to validate the role of positive psychological capital in the structural relationship between parental autonomy support and college students’ psychological happiness based on self-determination theory. The study also aims to explore practical interventions to promote psychological happiness among college students based on empirical evidence. The research method was to distribute questionnaires to college students in Busan Metropolitan City and Gyeongsangnam-do Province from September 2023 to November 2023, and statistically analyzed using SPSS 21.0 and AMOS 21.0 programs based on 289 data without missing data. The findings were as follows First, higher levels of parental autonomy support were associated with higher levels of psychological well-being. Second, higher levels of parental autonomy support were associated with higher levels of positive psychological capital. Third, higher levels of positive psychological capital were associated with higher levels of psychological happiness. Fourth, indirectly, positive psychological capital was found to have a partial mediating effect on the relationship between parental autonomy support and psychological happiness. These findings have implications for providing an empirical basis for enhancing self-determination and promoting psychological happiness in college students, who are pre-socialized adults. Therefore, it can be applied directly to parent education programs that enable parents to promote their positive psychological capital and psychological well-being through supporting college students’ autonomy, and indirectly to family counseling and family therapy to promote family members’ self-determination.

간호대학생의 긍정심리자본, 회복탄력성이 학업소진에 미치는 영향

간호대학생의 긍정심리자본, 회복탄력성이 학업소진에 미치는 영향

The Impact of Internet Addiction on Mental Health: Exploring the Mediating Effects of Positive Psychological Capital in University Students

Introduction: The widespread use of the internet has brought numerous benefits, but it has also raised concerns about its potential negative impact on mental health, particularly among university students. This study aims to investigate the relationship between internet addiction (IA) and mental health (MH) in university students, as well as explore the mediating effects of positive psychological capital (PsyCap) in this relationship. Objective: The main goal of this study was to examine the psychometric properties of the measures and to determine whether internet addiction could negatively predict university students’ mental health, mediated through PsyCap. Method: A cross-sectional design with an inferential approach was employed to address this objective. The data were collected using the Psychological Capital Questionnaire (PCQ-24), Internet Addiction Scale (IAS), and Keyes’ Mental Health Continuum-Short Form (MHC-SF). The total sample of this study comprised 850 students from two large public higher education institutions in Ethiopia, of whom 334 (39.3%) were female and 516 (60.7%) were male, with a mean age of 22.32 (SD = 4.04). Several analyses were performed to achieve the stated objectives, such as Cronbach’s alpha and composite reliabilities, bivariate correlation, discriminant validity, common method biases, and structural equation modeling (confirmatory factor analysis, path analysis, and mediation analysis). Confirmatory factor analysis was conducted to test the construct validity of IAS, PCQ-24, and MHC-SF. Additionally, the mediating model was examined using structural equation modeling with the corrected biased bootstrap method. Results: The preliminary study results found that the construct validity of IAS, PCQ-24, and MHC-SF was excellent and appropriate. Furthermore, the findings demonstrate that internet addiction had a negative and direct effect on PsyCap and MH. Moreover, PsyCap fully mediated the relationship between IA and MH. Additionally, this study confirmed that all the scales exhibited strong internal consistency and good psychometric properties. Conclusion: This study contributes to a better understanding of the complex interplay between IA, PsyCap, and MH among university students, confirming previous findings. Recommendation: The findings, discussed in relation to the recent and relevant literature, will be valuable for practitioners and researchers aiming to improve mental health and reduce internet addiction by utilizing positive psychological resources as protective factors for university students.

The Relationship Between Negotiable Fate and Life Satisfaction: The Serial Mediation by Self-Esteem and Positive Psychological Capital.

Negotiable fate as a belief in coping with the difficulties and uncertainties of life has an impact on people's mental health. This study aims to understand the influence of negotiate fate on college students' life satisfaction and its underlying mechanism. A cross-sectional study was conducted with the participation of 1523 students from six universities across China. The study aimed to measure the variables of negotiable fate, self-esteem, positive psychological capital, and life satisfaction of all participants. To investigate the effect of negotiable fate on college students' life satisfaction and the mediating roles of self-esteem and positive psychological capital in this relationship, a serial mediation effects model using Hayes' PROCESS was employed. The results suggest that negotiable fate has a positive predictive effect on college students' life satisfaction. The impact of negotiable fate on college students' life satisfaction was mediated by self-esteem and positive psychological capital, and the chained mediation of self-esteem and positive psychological capital. To summarize, the belief of negotiable fate has practical significance for the enhancement of college student's mental health and quality of life, and the cultivation of college students' belief of negotiable fate can be actively promoted in the future to help them better cope with the uncertainties and challenges in their lives to improve their life satisfaction.

대학생의 진로결정자기효능감과 진로적응성의 관계에서 긍정심리자본의 다중병렬매개효과

The main purpose of this study is to identify contents that should be considered in designing career education plans to improve the career adaptability of university students who are preparing to transition into the workforce in an era of high uncertainty. For this purpose, 463 university students were surveyed to determine whether there are differences in career adaptability according to gender, grade, major, and university location, and the process macro model 4 was used to test the multiple parallel mediation effects of the components of positive psychological capital on the relationship between career decision self-efficacy and career adaptability. As a result, first, career adaptability showed significant mean differences by grade, major, and university location, and no differences by gender. Second, when analyzing the multiple parallel mediation effect of positive psychological capital on the relationship between career decision self-efficacy and career adaptability of university students, only optimism and hope were found to have a significant mediating effect, while self-efficacy and resilience were not significant among the components of positive psychological capital. Based on these results, it is suggested that when designing career education for university students, the importance of optimism and hope among positive psychological capital should be taken into account to improve career adaptability among senior students who are close to employment and local universities.

Individual-level positive psychological capital that enhances managers' transformational leadership effectiveness on nurse career success.

This study investigatedthe impact of nurse managers' transformational leadership on the subjective career success of staff nurses, particularly through exploring potential variations in this relationship based on nurses' positive psychological capital. Amid a challenging nursing environment, nurses' perceptions of career success affect their individual psychological satisfaction and improve work performance. Human resource strategies often include factors for workers' subjective career success, e.g., managers' transformational leadership and individual-level positive psychological capital. This cross-sectional study collected survey data in 2021 from 348 staff nurses in 40 wards of a Korean tertiary hospital. The survey instruments included the Transformational Leadership tool, the Subjective Career Success Inventory, and the Psychological Capital Questionnaire. Multilevel hierarchical regression analysis and a simple slope test were used to examine moderating effects. The STROBE checklist was used for reporting. Nurses reported significantly higher subjective career success when they worked in units where unit managers' transformational leadership was greater. This relationship strengthened when nurses had high positive psychological capital. To enhance staff nurses' perceptions of career success, both managers' transformational leadership and individual nurses' positivity should be emphasized in nursing practice and education. Comprehensive efforts to highlight managers' transformational leadership and staff nurses' positive psychological capital can enhance subjective career success, which in turn improve nurses' job performance and intention to stay. Nursing policymakers should value transformational leadership among managers so nurses can achieve their subjective goals. An organization-wide institutional system should be developed so nurses can receive support to strengthen their positivity. Future research should include interventions to foster managers' leadership and nurses' positive capital.

The Relationship between Perceived Social Support and Bullying Behavior in Nursing Education among Nursing Students: The Mediating Role of Positive Psychological Capital

Purpose. To examine the mediating role of positive psychological capital in the relationship between nursing students’ perceived social support and bullying behavior in nursing education. Design and Methods. In May 2021, a sample of 1196 nursing students majoring in nursing at a medical college was conveniently selected as the study population. A set of questionnaires, including a General Information Questionnaire, Perceived Social Support Scale (PSSS), Positive Psychological Capital Questionnaire (PPQ), and Bullying Behaviors in Nursing Education Scale (BBNE), were utilized to examine and analyze the relationships among the variables. Findings. The scores of nursing students’ PSSS, PPQ, and BBNE were 68.19 ± 11.90, 123.97 ± 18.74, and 13.31 ± 9.24, respectively. There was a negative correlation (r = −0.421, P<0.01) between perceived social support and bullying behaviors in nursing education among nursing students. Positive psychological capital partially mediated the relationship between perceived social support and bullying behaviors in nursing education, accounting for 19.88% of the total effect. Further analysis revealed that self-efficacy, resilience, optimism, and hope in positive psychological capital each played a partial mediating role in the impact of nursing students’ perceived social support on bullying behaviors in nursing education, with the ratio of indirect effect to total effect being 5.38%, 7.74%, 6.09%, and 5.34%, respectively. Practice Implications. The impact of perceived social support on bullying behaviors in nursing education is substantial among nursing students, and it can indirectly influence bullying behaviors through positive psychological capital. Nursing educators should pay attention to nursing students with lower levels of social support, and they can decrease the occurrence of bullying behaviors by enhancing social support and fostering higher levels of psychological capital.

Potentials of arts education initiatives for promoting emotional wellbeing of Chinese university students.

The present study explores the intricate dynamics influencing the self-efficacy of Chinese university students through the interplay of participation in artistic activities, positive psychological capital, and emotional intelligence. In the context of technological advancements and various challenges post pandemic, this study delves into the multifaceted aspects of university life, where arts education plays a pivotal role in addressing students' emotional needs. By integrating emotional intelligence with self-efficacy, this study underscores the positive impact of artistic engagement on self-efficacy, while emphasizing on the transformative power of these pursuits. Also, this study establishes that the optimism and resilience contribute to this relationship by considering the mediating role of positive psychological capital. The moderating influence of emotional intelligence in the complex dynamics between arts education and positive psychological capital is another concern, thereby emphasizing the nuanced role of emotional intelligence. With a structured set of questions that were administered to 673 participants with 93.61% recovery rate, this study performs the Cronbach's α-test, validation factor, and several related tests in SPSSStatistics 29.0, bootstrap, and AMOS 25.0 software. Current results shows the importance of a holistic approach in Chinese institutions. With a focus on promoting artistic engagement to enhance students' self-efficacy, this study determines the profound impact of arts education on students' overall wellbeing and educational experience. In conclusion, this research highlights the constructive impact of artistic engagement on the self-efficacy of Chinese university students. Chinese institutions should encourage a varied range of artistic engagements as a response to the contemporary challenges confronted by their students.

부모코칭역량이 유아 창의적 리더십에 미치는 영향

Objectives The purpose of this study was to investigate the mediating effect of positive psychological capital on the effect of parent coaching competency on young children's creative leadership.
 Methods This study targeted 301 parents of children aged 3 to 5 attending early childhood education institutions located in G Metropolitan City and J Province. The test tools include the young Children's Creative Leadership Scale developed by Lee Kyeong-hwa and Yoo Kyeong-hoon (2010), the Parent Coaching Competency Scale by Do-hyang Do, Kim Geun-ju, and Lee Gyeong-ju (2019), and the Korean version of the scale by Luthans, Avolio, and Norman (2006) by Tae-hong Lim (2013). The adapted, modified, and supplemented positive psychological capital scale was used. SPSS 23.0 program was used for data analysis.
 Results First, it was found that there was a significant correlation between parent coaching competency and children's creative leadership, between parent coaching competency and parents' positive psychological capital, and between parent positive psychological capital and children's creative leadership. Second, parent coaching competency was found to have an impact on children's creative leadership, and parents' positive psychological capital was found to have a mediating effect between these variables.
 Conclusions This study reveals the importance of parent variables in promoting young children's creative leadership. Therefore, this suggests that there is a need to develop various parent support programs and provide educational opportunities that can enhance parents' coaching capabilities and positive psychological capital.

폐업 외식 소상공인의 창업실패두려움과 긍정심리자본이 재창업의지와 창업행동에 미치는 영향

This study examined the effects of fear of entrepreneurial failure on restart intention and entrepreneurial behavior and the effects of positive psychological capital on entrepreneurial intention and entrepreneurial behavior to help failed restaurant small business owners restart their businesses. A total of 482 Questionnaires were used for this study. The results are as follow: First, among the fears of entrepreneurial failure of closed restaurants, the fear of career loss has a negative effect on the intention to restart. However, the fear of financial and psychological loss was not significant. Second, among the positive psychological capital of closed restaurants, hope and resilience were found to have a significant positive effect on the intention to restart, but self-efficacy was not significant. Third, intention to restart a new business has no significant positive effect on entrepreneurial behavior.

The Impact of Career Plateaus on Job Performance: The Roles of Organizational Justice and Positive Psychological Capital.

Previous studies suggest that career plateaus have detrimental effects on employees' satisfaction and performance. Psychological distress generated by career plateaus hinders organizations from achieving the United Nations' Sustainable Development Goals (UNSDGs) of 'health and well-being at work' (SDG-3) and 'decent work' (SDG-8). How to mitigate the negative impact of career plateaus becomes the key to enhancing sustainable well-being at work. However, the influencing mechanisms of career plateaus have not been fully discussed, especially regarding employees' psychological processes. Drawing on the equity theory and the conservation of resource theory, this study examines the influence mechanism of career plateaus on employee job performance via organizational justice, with positive psychological capital moderating the process. Mplus and the Process macro for SPSS are adopted to conduct confirmatory factor analysis and regression analyses. Building on 368 supervisor-employee paired questionnaires with an average of eight employees per supervisor, empirical results indicate that employees who encounter career plateaus reduce their perceived organizational justice to discourage them from performing well in their jobs. Positive psychological capital, however, mitigates the negative effects of career plateaus on perceived organizational justice and the indirect effects of career plateaus on job performance through organizational justice. Theoretically, this study advances our understanding of the influence mechanism of career plateaus on employees' job performance. Practical implications are also drawn for organizations to alleviate the negative impact of career plateaus to promote sustainable well-being at work.

전환기 교육소외 청소년의 긍정심리 역량 유형 및 영향 요인 탐색

This study aims to explore the patterns of change in positive psychological capital among underprivileged adolescents who transition from middle school to high school. Using latent transition analysis, this study investigated the profiles of positive psychological capital among adolescents during their transitions from a longitudinal perspective. Subsequently, the random forest algorithm was employed to identify the factors influencing the transition patterns of positive psychological capital profiles. A total of 250 adolescents were utilized and they answered questions regarding positive psychological capital during the 1st and 2nd years of a the mentoring program provided by the Samsung Dream Scholarship Foundation. First, the positive psychological capital profiles consisted of three profiles for grade 9 and four profiles for grade 10. Second, it was found that variables such as goal orientation, attitudes toward learning, and career planning had a significant impact on maintaining a positive psychological capital profile. The results of this study could serve as foundational data for understanding the changes in positive psychological capital. Additionally, this could contribute to the development of differentiated educational programs and support initiatives aimed at enhancing positive psychological capital. Furthermore, the study underscored the need for systematic support in improving positive psychological capital from a long-term perspective.

보육교사의 절차공정성 인식과 직무수행태도의 관계에서 긍정심리자본의 매개효과

This study was conducted to investigate the relationship between procedural justice, positive psychological capital, and job performance attitudes according to individual variables of teachers at national and public daycare centers, and procedural justice, positive psychological capital, and job performance attitudes of teachers at national and public daycare centers. A questionnaire survey was conducted on 220 teachers working at national and public daycare centers in Gyeonggi-do and Jeolla-do, and the procedural justice questionnaire, positive psychological capital questionnaire, and job performance attitude questionnaire were used. Frequency analysis, reliability verification, ANOVA verification, Scheffé's post-test, Pearson's moment correlation analysis, and regression analysis were performed to process the results. As a result of the study, first, procedural justice of teachers at national and public daycare centers differed according to monthly remuneration and working hours, positive psychological capital differed according to careers, and job performance attitudes differed according to monthly remuneration. Second, procedural justice of teachers at national and public daycare centers had a positive effect on job performance attitudes and was completely mediated by positive psychological capital. The results of this study can provide basic information to recognize the importance of positive changes in job performance attitudes of teachers at national and public daycare centers, establish a fair organizational culture of national and public daycare centers, and explore the effects of positive psychological capital formed by teachers and related support measures.

보육교사의 직무스트레스와 영유아 권리존중 보육실행과의 관계에서 긍정심리자본의 매개효과

The purpose of this study is to investigate the mediating effect of positive psychological capital, a teacher's psychological variable, in the relationship between childcare teachers' job stress and childcare practices that respect the rights of young children. The subjects of the study were 250 childcare teachers working at daycare centers in Daegu City and Gyeongsangbuk-do. Prior to the main survey, the questionnaire was reviewed by two relevant experts to evaluate its appropriateness, and the final questionnaire was completed after a preliminary survey of 15 child care teachers on the understandability and appropriateness of the phrases. The results of this study are summarized as follows. Firstly, in the correlation between childcare teachers' job stress, positive psychological capital, and childcare practices respecting the rights of young children, it was found that childcare practices that respect the rights of young children had a negative relationship with job stress and a positive relationship with positive psychological capital.
 Secondly, positive psychological capital was found to be a statistically significant partial mediating variable in the relationship between childcare teachers' job stress and childcare practices that respect the rights of young children. Based on the results of this study, it was suggested that a variety of psychological support systems for child care teachers, including programs that promote the positive psychological capital of child care teachers, need to be established and provided. This is because even if childcare teachers have job stress, the mediating role of positive psychological capital helps them to better implement childcare that respects the rights of young children.

대기업 사무직 근로자의 긍정심리자본이 직무성과에 미치는 영향: 그릿과 직무열의의 순차적 매개를 중심으로

The purpose of this study is to investigate whether the positive psychological capital of office workers at a large corporation affects job performance and to determine whether there is a sequential mediating effect of grit and job engagement in the relationship between positive psychological capital and job performance. To achieve this purpose, an online survey was conducted among 321 office workers employed in large corporations in South Korea. Structural equation modeling analysis was employed to validate the relationships between each variable. The findings of the analysis revealed a statistically significant positive correlation between positive psychological capital and job performance among the participants. Furthermore, both grit and job engagement exhibited significant mediating effects in the relationship between positive psychological capital and job performance. Notably, grit and job engagement demonstrated significant sequential mediating effects on the influence of positive psychological capital on job performance.