Date of Award
1-1-2025
Document Type
Dissertation
Degree Name
Ph.D. in Pharmaceutical Sciences
First Advisor
Alicia S. Bouldin
Second Advisor
John P. Bentley
Third Advisor
Marie Barnard
School
University of Mississippi
Relational Format
dissertation/thesis
Abstract
Background/Objectives
The positive psychology movement served to create momentum to move from treating disease to exploring what makes life worth living, emphasizing the exploration of what contributes to human flourishing. One’s psychological capital has provided a practical framework for personal development that highlights the potential for individuals draw upon resources to thrive amidst challenges. As students face numerous stressors, including academic pressures, uncertainties, and personal struggles that threaten their well-being and performance, self-awareness and ability to utilize these intrinsic resources provide an actionable target for development. First, a measure of psychological capital was adapted and refined. Next, positive psychological capital was placed in context of other relevant academic phenomenon including perceived burnout, well-being, and academic achievement. Lastly, preferred instructional strategies were explored, including barriers and facilitators to development.
Methods
A mixed methods approach across three studies was utilized to obtain a preliminary understanding of the psychological capital of student pharmacist. First, confirmatory factor analysis was used to adapt and refine an established measure of psychological capital. This theoretically and methodologically sound measure was used to explore relationships with academic-adjacent constructs using structural equation modeling. Focus groups were then used to capture academic psychological capital in their own voice, further considering their unique learning needs and instructional design preferences for psychological resources development.
Results
A confirmable construct of psychological capital was measurable, consisting of its theorized dimensions of efficacy, hope, resilience, and optimize, providing an example of a usable measure in pharmacy education. Positive psychological capital demonstrated a negative relationship with perceptions of burnout and a positive relationship with perception of flourishing and academic achieve. Furthermore, the relationship between positive psychological capital and perceptions of one’s academic achievement was mediated by burnout, further suggesting influence on self-evaluations of the academic experience. Additionally, pervasive barriers to developing these resources were identified, suggesting educators must use multimodal engagement strategies to facilitate participation.
Implications
Student pharmacists’ recognize the role these resources play in their academic lives, including developmental obstacles. Pharmacy education should further explore psychological capital and its consequences to support developmental opportunities.
Recommended Citation
Dikun, Joseph Aaron, "Exploring Psychological Capital in Student Pharmacists: Insights, Outcomes, and Instructional Considerations" (2025). Electronic Theses and Dissertations. 3269.
https://egrove.olemiss.edu/etd/3269