Students' psychological capital and learning performance: a multilevel study of the roles of instructors’ mindfulness and forgiveness

Drawing on key psychological resource theory, this study explores a multilevel model in which, at Level 1, students' psychological capital (PsyCap) positively influences their learning performance, and at Level 2, instructors' mindfulness and forgiveness—serving as students’ contextual resources—moderate the relationship between PsyCap and learning performance. The results from SPSS linear mixed models, based on a sample of 2501 business students nested within 76 instructors' classes, supported the proposed relationships. The study's findings contribute to the literature on psychological resources in higher education by clarifying how the combination of students' personal and contextual resources enhances learning performance.