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The study examines a mediated, moderated process of students' intellectual engagement from optimism, academic self-efficacy and academic burnout.

Five hundred and twenty-seven participants who completed a self-reported questionnaire were selected using a convenient sampling technique. PLSc was used to test the proposed hypotheses.

Results showed that optimism positively affects students' intellectual engagement and academic self-efficacy. Additionally, academic self-efficacy correlates positively with students' intellectual engagement and further mediates the relationship between optimism and intellectual engagement. Finally, the moderation effect of academic burnout was positive and non-significant.

This paper is among the first to have tested a model including optimism, academic self-efficacy, intellectual engagement and academic burnout in a university setup from a developing country perspective.

The study examines a mediated mechanism for enhancing students' engagement i.e. peer, intellectual and academic engagement within a higher education setup via the interaction of hope and mindfulness.

Data were conveniently collected using self-reported questionnaires from a sample of 542 students. PLSc-SEM was used to test the stated hypotheses.

Results from the analysis showed hope and mindfulness positively predict student academic, peer and intellectual engagements. Furthermore, mindfulness positively mediates the effect of hope on academic, peer and intellectual engagements.

This study demonstrates that management of higher institutions must develop effective and efficient policies targeted at enhancing students' hope and mindful awareness.

This paper is the first to examine a model involving mindfulness, hope and peer, intellectual and academic engagement.

This study, respectively, explored the mediating and moderating influences of psychological availability and ethical leadership on the relationship between occupational stress and project performance among construction workers in Ghana.

Employing partial least squares structural equation modelling (PLS-SEM) with SmartPLS 4, this quantitative cross-sectional study analysed survey data from 677 construction project workers who were recruited through simple random sampling technique.

The results demonstrate that occupational stress negatively predicts both project performance and psychological availability of construction project workers. Psychological availability and ethical leadership mediate and moderate the stress-project performance relationship, respectively.

The findings suggest that ethical leadership and attention to psychological well-being are key to managing occupational stress and enhancing project performance in high-stress environments like construction.

This study contributes to the understanding of occupational stress in project management by integrating psychological and leadership factors through conservation of resource theory, social exchange theory and the job demands-resources model.

The paper examined the mediating effect of meaningfulness of study on the relation between self-efficacy and academic programme satisfaction within higher education setup.

A total of 376 randomly selected students took part in the study by completing a self-reported survey. Data were analysed using PLS-SEM.

Results suggest self-efficacy and meaningfulness of studies positively predict student's satisfaction with academic programme. Besides, meaningfulness of study mediates the relation between self-efficacy and student's satisfaction of academic programme.

This study is one of the first to provide empirical evidence of the influence of meaningfulness of studies on self-efficacy and student academic programme satisfaction in the higher education context.