Mapping the Evidence on Psychological Capital Among Doctoral Students: A Scoping Review

Doctoral education places significant psychological demands on students. Psychological Capital (PsyCap) has emerged as a relevant resource in this context. However, existing studies remain fragmented across disciplines, geographic contexts, and theoretical frameworks. This scoping review mapped the available evidence on PsyCap among doctoral students, addressing four research questions concerning the current state of research, associated outcomes, theoretical positioning, and remaining gaps. Following Arksey & O’Malley (2005) and PRISMA-ScR guidelines, five databases were searched systematically. Twenty studies met the inclusion criteria. PsyCap was consistently associated with key doctoral outcomes including academic performance, engagement, creativity, research productivity, and psychological well-being. PsyCap functioned most commonly as a predictor, followed by mediator, and least commonly as an outcome. The supervisory relationship emerged as the most consistently identified correlate of PsyCap levels. Geographic concentration in China, dominance of cross-sectional designs, and limited intervention-based research represent the most significant gaps. These findings suggest PsyCap is a meaningful psychological resource across diverse doctoral contexts. Institutions and supervisors can draw on this evidence to design support that attends to the psychological dimensions of doctoral education.