Psychology International

The present article explores how the development of inner resources can serve as a decisive lever to initiate and sustain individual, organizational, and societal transformations. (1) We first examine the concept of emotional capital, understood as the ability to mobilize emotional competencies defined by models of emotional intelligence, a capital that boosts other forms of capital and enables transformation. (2) We then link this to a capacitating approach, grounded in the work of Sen, which focuses on valuing and expanding human potential. (3) We will introduce the paradigm of bienvivance as an economic and social perspective that ensures a better way of co-vivance, a bienvivance economy; a societal model which proposes to reorient our systems toward a collective dynamic of vitality and meaning, shared living, sustainability, and regeneration. Taken together, these three dimensions pave the way for transformations that connect inner growth with outer change, across educational, organizational, and societal practices. In this article, (4) we will illustrate such a bienvivance approach focused on capacitating pedagogy and emotional capital development via collaborative learning and co-construction of competencies’ student portfolio exercises, as an intrinsic part of development of learners’ lifelong competencies and a lever of potentials’ unlocking, and recognition’s decolonization.

Self-esteem and attachment are core constructs in adult relational functioning, yet their interrelations across levels of cognitive processing have remained understudied. This study investigated how explicit and implicit attachment styles relate to self-esteem in individuals seeking a romantic partner (N = 399) and in a partnered sample (N = 108). Participants completed explicit attachment and self-esteem scales, along with three single-target Implicit Association Tests (IATs) assessing implicit self-esteem and avoidant and anxious attachment styles. Regression analyses were conducted using explicit and implicit attachment as predictors of explicit and implicit self-esteem while controlling for covariates. In singles, explicit anxious attachment was negatively associated with explicit self-esteem, while implicit anxious attachment and implicit avoidant attachment were negatively associated with implicit self-esteem. No cross-level associations were found, supporting a parallel-level interpretation in which explicit and implicit variables relate primarily within, rather than across, processing levels. The same regression models applied to the partnered sample showed generally similar trends, although the associations observed in singles for explicit anxious and implicit avoidant attachment were not detected in the partnered group. The inclusion of implicit measures provides new insight into non-conscious relational insecurity, with both implicit anxious and avoidant attachment showing negative associations with implicit self-esteem.

Student employment is an increasingly common feature of higher education, yet psychological research on students who combine paid work and study remains conceptually and methodologically fragmented. This scoping review mapped the extent, range, and nature of empirical evidence on working students’ psychological experiences, summarized key psychosocial correlates, and identified gaps for future research. Consistent with PRISMA-ScR guidance, we searched EBSCOhost, Scopus, and Web of Science using tailored Boolean title-field strategies without year limits, screened records against eligibility criteria, and charted and thematically synthesized extracted data. Forty-two peer-reviewed English-language studies were included. Evidence clustered into six recurrent domains, such as work–study interface processes, resources and supports, health, stress and recovery, academic engagement and performance, career development and employability, and identity and social relations. The literature was predominantly quantitative and cross-sectional, with comparatively few intervention studies. Findings suggest that psychological outcomes are frequently examined through, and may be more closely contingent on, the quality of the work–study interface and contextual supports than on employment intensity alone, highlighting the potential value of interventions and institutional/employer practices that enhance role fit, flexibility, and supportive climates, alongside more longitudinal and multi-level research.