Resumen
Antecedentes: Los estudiantes universitarios en la búsqueda de cumplir con sus metas académicas enfrentan el estrés académico que puede tener consecuencias negativas en su salud mental. En consecuencia, es relevante que los estudiantes logren desarrollar estrategias para enfrentar al estrés cotidiano asociado a su vida académica. Investigaciones en el campo de psicología organizacional con orientación positiva (POB) han propuesto que Capital Psicológico (PsyCap) es un constructo central positive que tiene una relación positiva con estrategias efectivas de afrontamiento de estrés. Este constructo central positive ha sido identificado También en el contexto académico, y se ha denominado como PsyCap Académico. Sin embargo, la relación entre PsyCap Académico y el afrontamiento del estrés académico no ha sido lo suficientemente estudiada. Objetivos: El propósito principal de esta investigación es explorar si PsyCap Académico esta positivamente relacionado con estrategias de afrontamiento de estrés académico en estudiantes universitarios. Método: Se realizo una investigación de tipo exploratoria con un diseño cross-sectional para explorar la relación entre las variables de interés en una muestra de 102 estudiantes universitarios Chilenos de instituciones públicas y privadas. Resultados: Los resultados de esta investigación muestran una relación positiva y significativa entre el PsyCap Académico y estrategias de afrontamiento de estrés académico. Adicionalmente, se encontraron diferencias entre estudiantes de universidades públicas y privadas, y entre estudiantes con ascendencia indígena y quienes no tienen esta ascendencia. Los resultados son promisorios para ayudar de forma efectiva a estudiantes universitarios a enfrentar el estrés académico por medio del PsyCap Académico.
Citas
Adil, A., Ameer, S., & Ghayas, S. (2020). Mediating Role of Flow and Study Engagement Between Academic Psychological Capital and Perceived Academic Stress among University Students. Journal of Social and Clinical Psychology, 17, 12-18.
Al-Shagga, M., Nasir, N., Behzadnia, A., Jasamai, M., Alabsi, A., & Al-Dubai, S. (2015). Perceived stress and sources of stress among pharmacy students in Malaysian public and private universities: A comparative study. Pharmacy Education, 15, 64-68.
American Psychological Association, A. (2019). Mental health increased significantly in young adults over last decade.
Angelini, C. (2019). Regression analysis. In S. Ranganathan, M. Gribskov, K. Nakai, & C. Schönbach (Eds.), Encyclopedia of Bioinformatics and Computational Biology (pp. 722-730). Academic Press. http://www.sciencedirect.com/science/article/pii/B9780128096338203609
Arsenio, W. F., & Loria, S. (2014). Coping with Negative Emotions: Connections with Adolescents’ Academic Performance and Stress. The Journal of Genetic Psychology, 175(1), 76-90. https://doi.org/10.1080/00221325.2013.806293
Avey, J. B., Avolio, B. J., & Luthans, F. (2011b). Experimentally analysing the impact of leader positivity on follower positivity performance. Leadership Quarterly, 22(2), 282-294.
Avey, J. B., Luthans, F., & Youssef, C. M. (2010a). The additive value of positive psychological capital in predicting work attitudes and behaviors [Article]. Journal of Management, 36(2), 430-452. https://doi.org/10.1177/0149206308329961
Avey, J. B., Reichard, R. J., Luthans, F., & Mhatre, K. H. (2011a). Meta-analysis of the impact of positive psychological capital on employee attitudes, behaviors, and performance. Human Resource Development Quarterly, 22(2), 127-152. https://doi.org/10.1002/hrdq.20070
Barrera-Herrera, A., Neira-Cofré, M., Raipán-Gómez, P., Riquelme-Lobos, P., & Escobar, B. (2019). Apoyo social percibido y factores sociodemográficos en relación con los síntomas de ansiedad, depresión y estrés en universitarios Chilenos. Revista de Psicopatología y Psicología Clínica, 24(2).
Black, D., Bissessar, C., & Boolaky, M. (2020). The missing HEROs: the absence of, and need for, PsyCap research of online university students. Open Learning: The Journal of Open, Distance and e-Learning, 1-19. https://doi.org/10.1080/02680513.2020.1855133
Blanco, C., Meneses, F., & Ministerio de Educación Chile. (2010). Estudiantes indígenas y educación superior en Chile: Acceso y beneficios.
Burns, A. J., Posey, C., Roberts, T. L., & Benjamin Lowry, P. (2017). Examining the relationship of organizational insiders' psychological capital with information security threat and coping appraisals. Computers in Human Behavior, 68, 190-209. https://doi.org/https://doi.org/10.1016/j.chb.2016.11.018
Burton, L., Goodwin, J., Goodwin, K., & Jose, P. (2018). Psychology research methods (Vol. First Edition). JW Wiley & Sons, Australia.
Cabanach, R., Valle, A., Rodríguez, S., Piñeiro, I., & Freire, C. (2010). Escala de afrontamiento del estrés académico (A-CEA). Revista Iberoamericana de Psicología y Salud, 1(1), 51-64.
Carmona-Halty, M., Schaufeli, W., & Salanova, M. (2019). Good Relationships, Good Performance: The Mediating Role of Psychological Capital – A Three-Wave Study Among Students. Frontiers in psychology, 10(Article 306). https://doi.org/10.3389/fpsyg.2019.00306
Carvacho, R., Morán-Kneer, J., Miranda-Castillo, C., Fernández-Fernández, V., Mora, B., Moya, Y., . . . Valdivia, C. (2021). Efectos del confinamiento por COVID-19 en la salud mental de estudiantes de educación superior en Chile. Revista médica de Chile, 149, 339-347. http://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0034-98872021000300339&nrm=iso
Chang, S.-J., van Witteloostuijn, A., & Eden, L. (2010). From the Editors: common method variance in international business research. Journal of International Business Studies, 41(2), 178-184. https://doi.org/10.1057/jibs.2009.88
Cortina, J. M. (1993). What is coefficient alpha? An examination of theory and applications. Journal of Applied Psychology, 78(1), 98-104.
Crego, A., Carrillo-Diaz, M., Armfield, J. M., & Romero, M. (2016). Stress and academic performance in dental students: The role of coping strategies and examination-related self-efficacy. Journal of Dental Education, 80(2), 165-172. https://doi.org/https://doi.org/10.1002/j.0022-0337.2016.80.2.tb06072.x
Das, M., Ester, P., & Kaczmirek, L. (2018). Social and behavioral research and the internet: advances in applied methods and research strategies. Taylor & Francis. https://books.google.com.au/books?id=iXl0DwAAQBAJ
Dawkins, S., Martin, A., Scott, J., & Sanderson, K. (2013). Building on the positives: A psychometric review and critical analysis of the construct of Psychological Capital [Article]. Journal of Occupational & Organizational Psychology, 86(3), 348-370. https://doi.org/10.1111/joop.12007
de la Fuente, J., Amate, J., González-Torres, M. C., Artuch, R., García-Torrecillas, J. M., & Fadda, S. (2020). Effects of levels of self-regulation and regulatory teaching on strategies for coping with academic stress in undergraduate students. Frontiers in psychology, 11, 22.
Devonport, T., & Lane, A. (2006). Relations between self-efficacy, coping and student retention. Social Behavior and Personality, 34(2), 127-138.
Dollwet, M., & Reichard, R. (2014). Assessing cross-cultural skills: validation of a new measure of cross-cultural psychological capital [Article]. International Journal of Human Resource Management, 25(12), 1669-1696. https://doi.org/10.1080/09585192.2013.845239
Dummont, M., & Provost, M. (1999). Resilience in adolescents: Protective role of social support, coping strategies, self-esteem, and social activities on experience of stress and depression. Journal of Youth and Adolescence, 28, 343-363.
Eva, E. O., Islam, M. Z., Mosaddek, A. S. M., Rahman, M. F., Rozario, R. J., Iftekhar, A. F. M. H., . . . Haque, M. (2015). Prevalence of stress among medical students: a comparative study between public and private medical schools in Bangladesh. BMC Research Notes, 8(1), 327. https://doi.org/10.1186/s13104-015-1295-5
Fernandez, A., Howse, E., Rubio-Valera, M., Thorncraft, K., Noone, J., Luu, X., . . . Salvador-Carulla, L. (2016). Setting-based interventions to promote mental health at the university: a systematic review. Int J Public Health, 61(7), 797-807. https://doi.org/10.1007/s00038-016-0846-4
Fernandez, A., Maury-Sintjago, E., Troncoso P, C., Mónica Morales, U., & Parra Flores, J. (2020). Estrés académico y estrategias de afrontamiento en estudiantes de carreras de salud de Santiago de Chile. EDUMECENTRO, 12, 1-16.
Folkman, S. (1984). Personal control and stress and coping processes: a theoretical analysis. Journal of Personality and Social Psychology, 46(4), 839-852.
Folkman, S. (2008). Positive Psychological States and Coping with Severe Stress. Social Science and Medicine, 45(8), 1207-1221.
Gajardo, T. (2005). Educación privada vs. educación pública en Santiago de Chile: Una reflexión necesaria. In C. L. d. C. S. CLACSO (Ed.), Espacio público y privatización del conocimiento. Estudios sobre políticas universitarias en América Latina. CLACSO, Consejo Latinoamericano de Ciencias Sociales.
Georgia Institute of Technology, G. (2017). Who has better mental health: Public or private college students? Mental health culture at top-ranked campuses. ScienceDailly, 1(June).
Gobierno de Chile. (2016). Gratuidad 2016: Los beneficiarios, universidades que adscribieron y principales aspectos de la nueva ley. Gobierno de Chile.
Groucher, G., & Locke, W. (2020). A post-coronavirus pandemic world: some possible trends and their implications for Australian higher education. The University of Melbourne, MAY 2020(Melbourne CSHE).
Gustems, J., & Calderon, C. (2013). Coping strategies and psychological well-being among education students. European Journal of Psychology of Education, 28(4), 1127-1140.
Happell, B., Reid-Searl, K., Dwyer, T., Caperchione, C., Gaskin, C., & Burke, K. (2013). How nurses cope with occupational stress outside their workplaces. Collegium Antropologicum, 20, 195-199.
Hedges, L. (1981). Distribution theory for glass’s estimator of effect size and related estimators. Journal of Educational Statistics, 6(2), 107-128.
Instituto Nacional de Estadisticas. (2018). Síntesis de resultados censo 2017 (INE, Issue. INE.
Jager, J., Putnick, D. L., & Bornstein, M. H. (2017). More than just convenient: The scientific merits of homogeneous convenience samples. Monographs of the Society for Research in Child Development, 82(2), 13-30. https://doi.org/10.1111/mono.12296
Jiménez-Molina, Á., & Martínez, V. (2019). Salud mental de estudiantes universitarios (II): ¿qué pueden hacer las universidades? Ciper Chile.
Joseph, N., Nallapati, A., Machado, M. X., Nair, V., Matele, S., Muthusamy, N., & Sinha, A. (2021). Assessment of academic stress and its coping mechanisms among medical undergraduate students in a large Midwestern university. Current Psychology, 40(6), 2599-2609. https://doi.org/10.1007/s12144-020-00963-2
Kim, J., Han, Y., Shaw, B., Mctavish, F., & Gustafson, D. (2010). The roles of social support and coping strategies in predicting breast cancer patients' emotional well-being: Testing mediation and moderation models. Journal Health Psychology, 15(4), 543-552.
Korff, J. (2021). Mental health and aboriginal people.
Larson, M., & Luthans, F. (2006). Potential added value of psychological capital in predicting work attitudes [Article]. Journal of Leadership & Organizational Studies, 13(2), 75-92. https://doi.org/10.1177/10717919070130020601
Laurance, J., & Kirmayer, G. (2009). Healing traditions: The mental health of aboriginal peoples in Canada (Vol. 1). UBCPress.
Liamputtong, P. (2017). Research methods in health: foundations for evidence and practice. Oxford University Press, Australia & New Zealand, Third Edition.
Luthans, B., Luthans, K., & Jensen, S. (2012). The impact of business school students' psychological capital on academic performance. Journal of Education for Business, 87, 253-259.
Luthans, B. C., Luthans, K. W., & Avey, J. B. (2014). Building the leaders of tomorrow: The development of academic psychological capital. Journal of Leadership & Organizational Studies, 21(2), 191-199. https://doi.org/10.1177/1548051813517003
Luthans, F. (2002a). Positive organizational behavior: Developing and managing psychological strengths [Article]. Academy of Management Executive, 16(1), 57-72. https://doi.org/10.5465/AME.2002.6640181
Luthans, F. (2002b). The need for and meaning of positive organizational behavior [research-article]. Journal of Organizational Behavior, 23(6), 695-706.
Luthans, F., Avey, J. B., Avolio, B. J., Norman, S., & Combs, G. (2006). Psychological capital development: toward a micro-intervention [Article]. Journal of Organizational Behavior, 27(3), 387-393. https://doi.org/10.1002/job.373
Luthans, F., Avolio, B. J., Avey, J. B., & Norman, S. (2007b). Positive psychological capital: Measurement and relationship with performance and satisfaction. Personnel Psychology, 60(3), 541-572.
Luthans, F., & Youssef-Morgan, C. M. (2017). Psychological capital: an evidence-based positive approach. Annual Review of Organizational Psychology and Organizational Behavior, 4, 339-366.
Luthans, F., Youssef, C. M., & Avolio, B. J. (2007a). Psychological capital: developing the human competitive edge. Oxford University Press.
Martínez, P., Jiménez-Molina, Á., Mac-Ginty, S., Martínez, V., & Rojas, G. (2021). Salud mental en estudiantes de educación superior en Chile: Una revisión de alcance con meta-análisis. Terapia Psicológica, 39, 405-426. http://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0718-48082021000300405&nrm=iso
Ministerio de Desarrollo Social. (2017). Pueblos indígenas. Síntesis de resultados. M. d. D. S. G. d. Chile.
Montgomery, D., Peck, E., & Vining, G. (2012). Introduction to linear regression analysis (Vol. Fifth Edition).
Moos, R. H., & Holahan, C. J. (2003). Dispositional and contextual perspectives on coping: Toward an integrative framework. Journal of Clinical Psychology, 59(12), 1387-1403. https://doi.org/10.1002/jclp.10229
Nafees, N., & Jahan, M. (2017). Psychological capital (PsyCap) and mental well-being among medical students. The International Journal of Indian Psychology, 10, 2348-5396.
Naidu, P., & Derani, N. E. S. (2016). A comparative study on quality of education received by students of private universities versus public universities. Procedia Economics and Finance, 35, 659-666. https://doi.org/https://doi.org/10.1016/S2212-5671(16)00081-2
Norman, P., & Conner, M. (2017). Health Behavior. In Reference module in neuroscience and biobehavioral psychology. Elsevier. https://www.sciencedirect.com/science/article/pii/B9780128093245051439
Nunnally, J. (1978). Psychometric Theory (2nd Edition ed.).
Olaniyan, O. S., & Hystad, S. W. (2016). Employees’ psychological capital, job satisfaction, insecurity, and intentions to quit: the direct and indirect effects of authentic leadership [Article]. Revista de Psicologia del Trabajo y de las Organizaciones, 32(3), 163-171. https://doi.org/10.1016/j.rpto.2016.09.003
Ortega-Maldonado, A., & Salanova, M. (2018). Psychological capital and performance among undergraduate students: the role of meaning-focused coping and satisfaction. Teaching in Higher Education, 23(3), 390-402. https://doi.org/10.1080/13562517.2017.1391199
Parada, R. (2010). Universidades públicas y privadas: Un enfoque tridimensional. Estudios Públicos, 120, 183-205.
Pareja, C., Mac-Clure, O., & Pérez, C. (2021). Acceso a la educación universitaria y gratuidad: movilidad educacional y movilidad territorial en una región no metropolitana de Chile. Calidad en la educación, 41-81. http://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0718-45652021000200041&nrm=iso
Paulhus, D., & Vazire, S. (2007). The self-report method. In R.W. Robins, R.C. Fraley, & R.F. Krueger (Eds), Handbook of research methods in personality psychology (pp.224-239). New York: Guilford.
Peterson, C., & Seligman, M. (2004). Character strengths and virtues: a handbook and classification. American Psychological Association.
Peterson, S., Luthans, F., Avolio, B. J., Walumbwa, F., & Zhang, Z. (2011). Psychological capital and employee performance: a latent growth modelling approach [Article]. Personnel Psychology, 64(2), 427-450. https://doi.org/10.1111/j.1744-6570.2011.01215.x
Pey, R., Durán, F., & Jorquera, P. (2012). Informe para la toma de decisiones sobre duración de las carreras de pregrado en el CRUCh
Podsakoff, P., MacKenzie, S., Lee, J., & Podsakoff, N. (2003). Common method biases in behavioral research: a critical review of the literature and recommended remedies. Journal of Applied Psychology, 88(5), 879-903.
Podsakoff, P., MacKenzie, S., & Podsakoff, N. (2012). Sources of method bias in social science research and recommendations on how to control it. Annual Review of Psychology, 63, 539-569.
Podsakoff, P., Welsh, D., Mai, K., & Whiting, S. (2013). Surveying for "artifacts": The susceptibility of the ocb-performance evaluation relationship to common rater, item, and measurement context effects. Journal of Applied Psychology, 98(5), 863-874.
Polman, R., Borkoles, E., & Nicholls, A. R. (2010). Type D personality, stress, and symptoms of burnout: The influence of avoidance coping and social support. British Journal of Health Psychology, 15(3), 681-696. https://doi.org/https://doi.org/10.1348/135910709X479069
Pope, D. C. (2001). Doing School How We Are Creating a Generation of Stressed-Out, Materialistic, and Miseducated Students. Yale University Press.
Prasath, P., Mather, P., Bhat, C., & James, J. (2021). University student well-being during COVID-19: The role of psychological capital and coping strategies. The Professional Counselor, 11(1), 46-60.
Rabenu, E., Yaniv, E., & Elizur, D. (2017). The relationship between psychological capital, coping with stress, well-being, and performance. Current Psychology, 36(4), 875-887. https://doi.org/10.1007/s12144-016-9477-4
Reichard, R., Dollwet, M., & Louw-Potgieter, J. (2014). Development of cross-cultural psychological capital and its relationship with cultural intelligence and ethnocentrism [Article]. Journal of Leadership and Organizational Studies, 21(2), 150-164. https://doi.org/10.1177/1548051813515517
Reyes Molina, D., Nazar, G., Cigarroa, I., Zapata-Lamana, R., Aguilar-Farias, N., Parra-Rizo, M. A., & Albornoz-Guerrero, J. (2022). Comportamiento de la actividad física durante la pandemia por COVID-19 y su asociación con el bienestar subjetivo y salud mental en estudiantes universitarios en Chile. Terapia Psicológica, 40(1), 23-48. https://teps.cl/index.php/teps/article/view/452
Richardson, M., Abraham, C., & Bond, R. (2012). Psychological correlates of university students’ academic performance: A systematic review and meta-analysis. Psychological Bulletin, 138, 353-387.
Riolli, L., Savicki, V., & Richards, J. (2012). Psychological capital as a buffer to student stress. Psychology, Vol.03No.12, 6, Article 26117. https://doi.org/10.4236/psych.2012.312A178
Roberts, S. J., Scherer, L. L., & Bowyer, C. J. (2011). Job stress and incivility: what roles does Psychological Capital play? Journal of Leadership & Organizational Studies, 18(4), 449 - 458.
Rodríguez-Fernández, A., Maury-Sintjago, E., Troncoso-Pantoja, C., Morales-Urzúa, M., & Parra-Flores, J. (2020). Estrés académico y estrategias de afrontamiento en estudiantes de carreras de salud de Santiago de Chile. EDUMECENTRO, 12(4).
Saklofske, D. H., Austin, E. J., Mastoras, S. M., Beaton, L., & Osborne, S. E. (2012). Relationships of personality, affect, emotional intelligence and coping with student stress and academic success: Different patterns of association for stress and success. Learning and Individual Differences, 22(2), 251-257.
Segovia, F., & Flanagan-Bórquez, A. (2020). Desafíos de ser un estudiante indígena de primera generación en la universidad chilena de hoy. Revista Mexicana de investigación educativa, 24(82), 745-764.
Seligman, M. (2002). Authentic happiness. Random House Australia Pty Ltd.
Seligman, M., & Csikszentmihalyi, M. (2000). Positive Psychology: An introduction. American Psychologist, 55(1), 5-14.
Selvaraj, P. R., & Bhat, C. S. (2018). Predicting the mental health of college students with psychological capital. Journal of Mental Health, 27(3), 279-287. https://doi.org/10.1080/09638237.2018.1469738
Sevinç, S., & Gizir, C. (2014). Factors Negatively Affecting University Adjustment from the Views of First-Year University Students: The Case of Mersin University. Educational Sciences: Theory and Practice, 14(4), 1301-1308.
Shokri, O., Kadivar, P., & Daneshvarpour, Z. (2007). The role of coping styles in academic stress and academic achievement.
Singh, A., & Upadhyay, A. (2010). Academic stress and psychological health: An indigenous approach. Social Science International, 26(1), 87-96.
Snyder, C., Irving, L., & Anderson, J. (1991). Hope and health. In C. R. Snyder & D. R. Forsyth (Eds.), Handbook of social and clinical psychology: The health perspective (pp. 285-305). Elmsford, NY: Pergamon Press.
Snyder, C., Shorey, H., Cheavens, J., Pulvers, K., Adams, V., & Wiklund, C. (2002). Hope and academic success in college. Journal of Educational Psychology, 94, 820-826.
Solberg, N., Evans, D., & Swgerstrom, S. (2009). Optimism and college retention: Mediation by motivation, performance, and adjustment. Journal of Applied Social Psychology, 39, 1887-1912.
Spector, P. (2019). Do not cross me: optimizing the use of cross-sectional designs. Journal of Business and Psychology, 34, 125-137.
Stajkovic, A., & Luthans, F. (1998). Social cognitive theory and self-efficacy: going beyond traditional motivation and behavioral approaches. Organizational Dynamics, 26, 62-74.
Struthers, C. W., Perry, R. P., & Menec, V. H. (2000). An examination of the relationship among academic stress, coping, motivation, and performance in college. Research in Higher Education, 41(5), 581-592. https://doi.org/10.1023/A:1007094931292
Sun, J., Buys, N., Stewart, D., & Shum, D. (2011). Mediating Effects of Coping, Personal Belief, and Social Support on the Relationship among Stress, Depression, and Smoking Behavior in University Students. Health Education, 111, 133-146.
Sweet, J., & Swayze, S. (2020). Academic psychological capital: A novel approach to freshmen retention. Journal of College Student Retention: Research, Theory & Practice, 0(0), 1-9.
Tavolacci, M., Ladner, J., Grigioni, S., Richard, L., Villet, H., & Dechelotte, P. (2013). Prevalence and Association of Perceived Stress, Substance Use and Behavioral Addictions: A Cross-Sectional Study among University Students in France, 2009–2011. BMC Public Health, 13(724).
United Nations, U. (2020). Policy Brief: Education during COVID-19 and beyond
Universidad Católica de Temuco, U. (2019). Primera Encuesta Nacional de Salud Mental Universitaria. Universidad Católica de Temuco.
Universidad Central. (2022). Talleres para el Fortalecimiento de la salud mental y emocional. Universidad Central.
Universidad de Chile. (2016). Gratuidad en la educación superior y su impacto en la equidad.
Universidad de Chile. (2022). Programa de salud mental.
Universidad de Tarapacá. (2022). Mesa de salud mental.
Väisänen, S., Pietarinen, J., Pyhältö, K., Toom, A., & Soini, T. (2018). Student Teachers’ Proactive Strategies for Avoiding Study-Related Burnout during Teacher Education. European Journal of Psychology of Education, 41(3), 301-317.
Van Zyl, L. E., & Rothmann, S. (2019). Positive psychological intervention design and protocols for multi-cultural contexts. Springer International Publishing. https://books.google.cl/books?id=IfecDwAAQBAJ
Wang, J., Yang, M., & Maresova, P. (2020). Sustainable development at higher education in China: A comparative study of students’ perception in public and private universities. Sustainability, 12(6), 2158. https://www.mdpi.com/2071-1050/12/6/2158
Wasonga, T., Christman, D., & Kilmer, L. (2003). Ethnicity, gender and age: Predicting resilience and academic achievement among urban high school students. American Secondary Education, 32(1), 62-74.
Wehmeyer, M. (2013). The Oxford handbook of positive psychology and disability. Oxford University Press.
Youssef-Morgan, C., & Luthans, F. (2013). Positive leadership: meaning and application across cultures [Article]. Organizational Dynamics, 42(3), 198-208. https://doi.org/10.1016/j.orgdyn.2013.06.005
Youssef-Morgan, C., & Luthans, F. (2015). Psychological capital and well-being. Stress and Health: Journal of the International Society for the Investigation of Stress, 31(3), 180-188.
Youssef, C. M., & Luthans, F. (2007). Positive organizational behavior in the workplace: the impact of hope, optimism, and resilience [Article]. Journal of Management, 33(5), 774-800. https://doi.org/10.1177/0149206307305562
Yuan, W., Zhang, L.-F., & Fu, M. (2017). Thinking styles and academic stress coping among Chinese secondary school students. Educational Psychology, 37(8), 1015-1025. https://doi.org/10.1080/01443410.2017.1287343
Zhang, X., Wang, H., Xia, Y., Liu, X., & Jung, E. (2012). Stress, Coping and Suicide Ideation in Chinese College Students. Journal of Adolescence, 35(3), 683-690.
