Purpose This study aims to examine the relationships between psychological capital (PsyCap) and metacognition as essential resources for academic engagement in future business professionals, focusing on differences across educational modalities (online vs in-person) in International Business Education (IBE). Design/methodology/approach Guided by Positive Organizational Behavior (POB) theory, this study proposes and tests four hypotheses: PsyCap positively relates to academic engagement, it enhances metacognitive abilities, metacognition mediates the PsyCap–engagement relationship and this mediation is moderated by program modality. This study used a quantitative cross-sectional design using data from 1,641 undergraduate and graduate students enrolled in face-to-face and online programs at a Paraguayan Higher Education Institution. Data were collected via Google Forms, ensuring completeness and integrity. Reliability was verified through Cronbach’s alpha, and confirmatory factor analysis validated the measurement model. Mediation and moderated mediation analyses were conducted using the PROCESS Macro (Hayes, 2013) with 10,000 bootstrapped samples. Findings Metacognition significantly mediates the relationship between PsyCap and academic engagement, with stronger effects in online settings. Psychological resources enhance cognitive and metacognitive processes critical for engagement. Research limitations/implications This study’s focus on university students limits generalizability. Future research could examine diverse populations and additional moderating factors. Practical implications Tailoring educational programs to strengthen PsyCap and metacognitive resources across modalities can enhance engagement, well-being and adaptability among future professionals. Social implications Promoting PsyCap and metacognition in education can contribute to student well-being and resilience, benefiting society by developing a more adaptable workforce. Originality/value This study expands the POB framework to IBE, highlighting the amplified mediating role of metacognition in virtual learning environments. The Paraguayan context enriches the understanding of these dynamics in emerging markets.
Armijos et al. (Sat,) studied this question.