Presented By: Joshue Lewis, Texas Tech University
Co-Authors: Kalynn Baldock, Eastern New Mexico University
Amy Boren-Alpízar, Texas Tech University
Carlos Duran, Texas Tech University
Jessiann Dusenbery, Eastern New Mexico University
Brianna Fryman, Eastern New Mexico University
Erica Irlbeck, Texas Tech University

Psychological Capital [PsyCap] is a model with four pillars (hope, self-efficacy, resilience, optimism, or HOPE) (Lin, 2020). PsyCap reveals how resources drive student motivation, well-being, and success (Guerrero-Alcedo et al., 2022). It plays a crucial role in student success but remains underexplored in agricultural colleges. Comparing PsyCap in agricultural undergraduate students can reveal unique challenges and opportunities, ultimately influencing their academic performance and mental health. In a multiple case study, researchers explored and compared the insights of PsyCap HERO constructs among undergraduate students from agricultural colleges at two Hispanic Serving Institutions (HSIs): a doctoral university (D-HSI) and a master's university (M-HSI). Twenty students from diverse backgrounds were interviewed to understand their hope, self-efficacy, resilience, and optimism. Through in-depth analysis, key themes and patterns in PsyCap emerged and were compared between the universities. The study followed strict qualitative standards to ensure accuracy and minimize bias, offering valuable insights into PsyCap variations among undergraduate students. The data unveiled key themes shaping PsyCap in undergraduates across the two universities. Hope revolved around personal aspirations, family support, and career goals. However, D-HSI students mentioned overcoming challenges and societal stigma. Self-efficacy focused on personal growth, time management, and, for D-HSI, personal commitments and adjustments. Resilience emphasized social support and self-care, with D-HSI adding organization and M-HSI highlighting tackling challenges. Optimism, shared by all, centered on personal connections. D-HSI explored academic and personal benefits, along with a supportive community, while M-HSI focused on a sense of belonging and a positive college experience. PsyCap factors vary among agriscience students across universities. Tailored interventions addressing goal-setting, social networks, time management, and challenges can enhance academic performance, well-being, and engagement in agriculture. These interventions can ensure support aligns with the specific needs of students. Future research should employ quantitative methods to explore independent variables impacting PsyCap for comprehensive understanding.