Recent studies have shifted the attention on the beneficial role of psychological capital from workplace to academic contexts. Moreover, the mediating role of psychological capital in the effect of social support on student outcomes remains unknown. This topic has become more imperative under the pandemic. The current study aimed to investigate the impact of psychological capital on students’ well-being with family support as an antecedent and problem-focused coping as a mediator. Two hundred and eighty-one students completed the questionnaire at two time points. Results of the cross-lagged mediation analysis showed that family support positively predicted psychological capital, psychological capital positively predicted problem-focused coping, and problem-focused coping predicted well-being. Moreover, the chain mediation path between family support and well-being via psychological capital and problem-focused coping was significant. The current findings identify the antecedent and underlying mechanism behind the relationship between psychological capital and well-being, providing insights into psychological capital interventions for students.

最近的研究将关注心理资本的有益作用从工作场所转移到了学术环境。此外，心理资本在社会支持对学生成绩的影响中的中介作用仍然未知。这个话题在大流行下变得更加迫切。目前的研究旨在调查心理资本对学生幸福感的影响，以家庭支持为先导，以问题为中心的应对为中介。281 名学生在两个时间点完成了问卷调查。交叉滞后中介分析结果表明，家庭支持正向预测心理资本，心理资本正向预测以问题为中心的应对方式，而以问题为中心的应对方式则正向预测幸福感。而且，通过心理资本和以问题为中心的应对方式，家庭支持和幸福感之间的链式中介路径是显着的。目前的研究结果确定了心理资本与幸福感之间关系背后的前因和潜在机制，为学生的心理资本干预提供了见解。