Predicting trainee teachers’ and nurses’ academic adjustment and life satisfaction with psychological capital dimensions and social support

Abstract This study aimed at investigating how the components of psychological capital (hope, optimism, resilience, and self-efficacy), alongside perceived social support, contribute to promoting academic adjustment and life satisfaction among trainee teachers and nurses, two populations particularly vulnerable to stress and burnout. A total of 329 university students (149 trainee teachers and 180 trainee nurses) participated by completing validated self-report questionnaires measuring psychological capital, social support, academic self-efficacy, academic satisfaction, stress, and life satisfaction. Structural equation modeling (SEM) was used to test a hypothesized model based on Lent and Brown’s social cognitive model of well-being and to examine measurement invariance across the two groups. The final SEM model showed good fit and explained substantial variance in key outcomes: 34% in academic self-efficacy, 23% in academic satisfaction, 38% in stress, and 57% in life satisfaction. Findings emphasize the distinguished contribution of psychological capital components and the protective role of social support in sustaining students’ well-being. Tailored interventions aimed at enhancing optimism, hope, resilience and social support may support academic adjustment and prevent stress in students preparing for emotionally demanding professions.