Academic psychological capital: Implications for organizational crises

Abstract This study examines the role of academic psychological capital (PsyCap) in buffering the negative impact of organizational crises (COVID‐19 pandemic) on educational outcomes in higher education institutions. Drawing on positive organizational behavior theory and crisis management literature, we hypothesize that students with higher levels of academic PsyCap will have significantly higher retention and graduation rates during the crisis, and that academic PsyCap is a better predictor of these outcomes than traditional predictors such as high school GPA and standardized test scores (Scholastic Assessment Test (SAT)). Using a longitudinal approach, we found that academic PsyCap is positively related to 1‐year retention and graduation rates. Academic PsyCap also explains additional variance in these outcomes beyond high school GPA. The findings highlight the importance of cultivating psychological resources like hope, efficacy, resilience, and optimism to promote student success and well‐being during challenging times.