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@article{192457,
author = {Kajal Verma and Prof. Arun Kumar},
title = {Status of Psychological Capital in Indian Education System},
journal = {International Journal of Innovative Research in Technology},
year = {2026},
volume = {12},
number = {9},
pages = {999-1004},
issn = {2349-6002},
url = {https://ijirt.org/article?manuscript=192457},
abstract = {Psychological Capital (PsyCap) can be defined as an individual positive psychological asset that is comprised of hope, efficacy and resilience, optimism. Such elements make positive impacts on an individual’s personal and professional development and help to manage the challenge and gain success. PsyCap has received much attention in different fields such as education because it influenced motivation, performance, and well-being. The relevance of PsyCap in the context of the Indian educational system is significant in effecting an understanding of the challenges that are inevitable among students and educators. Stress, anxiety, and lack of resources are problems stated, and PsyCap promotion means that students will be able to manage stressors and regulate emotions to perform better academically. Likewise, for educators, PsyCap enhances job satisfaction and commitment, teaching effectiveness, and professional performance. This paper aims to review the theoretical foundations of PsyCap, Positive Organizational Behavior (POB), and the relevance of the concept in Indian culture and education. In this article, PsyCap is presented as the solution that should be included in curricula, teacher training, and policy to back educational reforms. Recommendations for improving PsyCap in India are presented at the curriculum level, the level of educators’ training, and the policy level. Hence, students and educators of India can respond more effectively to the environment if the educational system is made to address PsyCap.},
keywords = {Psychological Capital (PsyCap), Indian Education System, Hope, Resilience.},
month = {February},
}
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