The
COVID-19 pandemic’s influence on students’ mental health is significant, with
online learning offering unique challenges and prospects. This study
investigates the antecedents of student psychological well-being within this
context, focusing particularly on instrumental support from instructors,
students’ academic psychological capital (PsyCap), and school satisfaction. We
surveyed Canadian tourism and hospitality students about their pandemic-era
online learning experience, using Structural Equation Modeling (SEM) for data
analysis. Our hypotheses were tested on a sample of 88 full-time students who
had transitioned to online education, and our survey specifically asked about
this online experience. Despite the small sample size, we utilized Partial
Least Squares SEM (PLS-SEM), a technique well-suited for small sample sizes
when using the SEM model, and confirmed the adequacy of our sample to ensure it
met the minimum required sample size for PLS-SEM. Our findings reveal that
instrumental support directly boosts students’ academic PsyCap—encompassing
confidence, hope, optimism, and resilience. While instrumental support does not
directly enhance school satisfaction, its total effect, mediated through
academic PsyCap, is significant. Additionally, while instrumental support does
not directly heighten psychological well-being, the mediation role of academic
PsyCap is crucial. Our study thus underscores the importance of nurturing
academic PsyCap to foster student satisfaction and well-being in digital
learning environments. Furthermore, we validate that academic PsyCap influences
both school satisfaction and psychological well-being. As such, universities
should consider investing in programs that strengthen
students’ psychological resources, ultimately enhancing their satisfaction
and overall well-being, especially during online learning post-pandemic.
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