Nursing open · 2026
Psychological Capital's Impact on Learned Helplessness Among Nursing Postgraduates: A Path Analysis of Dual Mediation Through Professional Identity Dimensions.
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Yang Jiehui, Yue Wenyu, Ma Xiaoqin
Аннотация
AIM: To examine the relationships among psychological capital, professional identity, academic engagement, and learned helplessness among nursing postgraduates, and to explore the mediating roles of implicit and practical professional identity.
DESIGN: A multicentre cross-sectional study.
METHODS: A total of 280 nursing postgraduates in China were recruited between January and March 2025. Data were collected using validated instruments assessing psychological capital, professional identity, academic engagement, and learned helplessness. Multiple regression analysis, structural equation modelling, and bootstrapping were conducted to examine direct and mediating relationships.
RESULTS: Multiple regression analysis revealed that professional identity (β = -0.23), dedication (β = -0.20), and optimism (β = -0.30) negatively predicted learned helplessness, while graduate study motivation (β = 0.10) was a positive predictor (R2 = 0.351, p < 0.01). Path analysis revealed two distinct mediation patterns: Model 1 demonstrated complete mediation, where psychological capital was fully mediated through implicit professional identity (β = -2.065, p < 0.01) and the chain mediation pathway (β = -2.245, p < 0.05), accounting for 94.78% of the total effect. Model 2 exhibited partial mediation, with significant direct effects (β = -1.169, p < 0.01, 55.66%) and smaller indirect effects through practical professional identity (β = -0.595, p < 0.05) and chain mediation (β = -0.182, p < 0.05).
CONCLUSIONS: This study reveals the different ways in which psychological capital is associated with learned helplessness: through the complete mediation of implicit professional identity and through the partial mediation of practical professional identity. These research results indicate that reducing learned helplessness requires comprehensive intervention targeting the psychological processes and behavioural manifestations of professional identity.
IMPLICATIONS FOR THE PROFESSION AND/OR PATIENT CARE: The findings highlight the importance of strengthening psychological capital and professional identity to reduce learned helplessness among nursing postgraduates. Nursing educators should implement targeted psychological and educational support to enhance academic engagement and foster a more resilient future nursing workforce.
DESIGN: A multicentre cross-sectional study.
METHODS: A total of 280 nursing postgraduates in China were recruited between January and March 2025. Data were collected using validated instruments assessing psychological capital, professional identity, academic engagement, and learned helplessness. Multiple regression analysis, structural equation modelling, and bootstrapping were conducted to examine direct and mediating relationships.
RESULTS: Multiple regression analysis revealed that professional identity (β = -0.23), dedication (β = -0.20), and optimism (β = -0.30) negatively predicted learned helplessness, while graduate study motivation (β = 0.10) was a positive predictor (R2 = 0.351, p < 0.01). Path analysis revealed two distinct mediation patterns: Model 1 demonstrated complete mediation, where psychological capital was fully mediated through implicit professional identity (β = -2.065, p < 0.01) and the chain mediation pathway (β = -2.245, p < 0.05), accounting for 94.78% of the total effect. Model 2 exhibited partial mediation, with significant direct effects (β = -1.169, p < 0.01, 55.66%) and smaller indirect effects through practical professional identity (β = -0.595, p < 0.05) and chain mediation (β = -0.182, p < 0.05).
CONCLUSIONS: This study reveals the different ways in which psychological capital is associated with learned helplessness: through the complete mediation of implicit professional identity and through the partial mediation of practical professional identity. These research results indicate that reducing learned helplessness requires comprehensive intervention targeting the psychological processes and behavioural manifestations of professional identity.
IMPLICATIONS FOR THE PROFESSION AND/OR PATIENT CARE: The findings highlight the importance of strengthening psychological capital and professional identity to reduce learned helplessness among nursing postgraduates. Nursing educators should implement targeted psychological and educational support to enhance academic engagement and foster a more resilient future nursing workforce.