The Mediating Role of Self-Leadership Behavior in the Effect of Positive Psychological Capital on Work Engagement: A Study of Academics

Abstract

Objective: This study examines the relationship between academics’ positive psychological capital and work engagement and investigates whether self-leadership mediates this relationship. It aims to identify developable personal resources that may enhance academics’ work engagement and positive work outcomes in higher education institutions. By integrating positive psychological capital, self-leadership, and work engagement within a single model, the study seeks to contribute to the limited literature explaining how psychological resources translate into favorable work-related outcomes. Methods: A quantitative, cross-sectional, and correlational field research design was employed. Data were collected from 628 academics working at universities in Antalya, Türkiye, through a questionnaire comprising standardized scales. Four hypotheses concerning the direct relationships among positive psychological capital, self-leadership, and work engagement, as well as the mediating role of self-leadership, were tested using structural equation modeling. Results: The proposed model simultaneously examined the direct and indirect relationships among the variables. Positive psychological capital was positively and significantly associated with both work engagement and self-leadership, while self-leadership was positively and significantly associated with work engagement. When self-leadership was incorporated into the model, the direct relationship between positive psychological capital and work engagement decreased in magnitude but remained statistically significant. These findings indicate that self-leadership partially mediates the relationship between academics’ positive psychological capital and work engagement. Conslusion and Recommendations: The findings suggest that academics’ positive psychological resources strengthen work engagement both directly and indirectly through self-leadership. Higher education institutions should therefore implement training and development initiatives designed to enhance psychological capital and self-leadership skills. Because the data were collected at a single point in time, participants’ responses may have been influenced by temporary physical, emotional, and cognitive states, limiting causal inference. Future research should employ longitudinal designs and test the proposed model across different institutions, occupational groups, and contexts.