Psychological resources and mental health: Understanding academic engagement and performance of students in HEIs...

Research on psychological outcomes of COVID-19 has predominantly examined mental health problems, with limited focus on well-being and psychological resources. This research, in two studies, examines the salient indicators of psychological distress and well-being in the overall mental health network and further the role of psychological resources and affective well-being in young adults' academic outcomes during adversity. Study 1 explores the mental health network during COVID-19, employing a network analysis approach on a sample of 407 students in two higher educational institutions (HEIs) in India. Results reveal both well-being and psychological distress indicators, such as engagement, satisfaction with life, meaning and purpose, negative emotions, and hopelessness, remained central in the mental health network. In Study 2, using 1-year longitudinal data (four waves), two models explored the influence of reciprocal associations between affect balance and psychological resources (PsyCap and mindfulness) on psychological distress, academic engagement, and academic performance. Data were collected from 164 students in 4 different time periods. Findings show that while PsyCap and mindfulness indirectly decrease psychological distress by improving affect balance and academic engagement, academic performance is only improved through an increase in academic engagement. Improvements in affect balance did not improve academic performance. Also, experiencing more positive emotions builds PsyCap and mindfulness, which in turn improve academic performance and academic engagement. Thus, the research provides insights that both subjective and psychological well-being indicators, along with negative emotions, hopelessness, and worthlessness, are salient for the mental health of young adults and can act as protective and risk factors. Furthermore, it also shows how PsyCap, mindfulness, and positive emotions reinforce one another over time to foster healthy mental states and academic outcomes. These insights can guide education and mental health policy, research, and practice.