This study examines the effectiveness of an educational intervention built upon the experiential learning model and positive psychology aimed at increasing management students' psychological capital (PsyCap) and emotional intelligence (EI) during higher education (HE). It also analyses how EI influences PsyCap and how both affect students' academic performance measured by self-reported grade point average (GPA). A field experiment was used employing a quasi-experimental design with a pre-test-post-test and a control group. Results confirm the effectiveness of the educational intervention in increasing management students' PsyCap and further influencing academic performance; however, the intervention was less effective in increasing students' overall EI. The findings of this paper contribute to the literature by examining the role of management education to develop students' psychological resources, which have key implications for graduates' academic success and future employability and institutions’ engagement in responsible management education.

本研究考察了基于体验式学习模型和积极心理学的教育干预的有效性，该干预旨在提高高等教育 (HE) 期间管理专业学生的心理资本 (PsyCap) 和情商 (EI)。它还分析了 EI 如何影响 PsyCap 以及两者如何影响学生通过自我报告的平均绩点 (GPA) 衡量的学业成绩。现场实验采用准实验设计，前测后测和对照组。结果证实了教育干预在提高管理专业学生的PsyCap并进一步影响学业成绩方面的有效性；然而，干预在提高学生的整体 EI 方面效果较差。