Psychological capital (PsyCap) is a higher-order construct comprised of four psychological resources: hope, efficacy, resilience, and optimism (HERO), and has been linked to academic achievement and engagement (Hazan Liran & Miller, 2019; Luthans, et al., 2012). Interventions designed to build PsyCap may be particularly helpful for first-generation (FG) students who face additional challenges in higher education. This study aimed to: (1) explore the impact of a 2-hour PsyCap micro-intervention on FG students' academic PsyCap, academic achievement (GPA), and persistence (enrollment intentions); (2) examine differences in PsyCap among FG and continuing generation (CG) students; and (3) investigate relationships between PsyCap, GPA, and persistence. Workshop fidelity, participant perceptions, and the overall FG student experience were also assessed. Undergraduate students completed an initial survey (N = 607). A subset of FG students (n = 34) was randomly assigned to a treatment or waitlist control condition. The treatment group (n = 18) participated in the academic PsyCap intervention and both groups completed surveys at three time points (Pre-Post-Retention). Final sample for analysis included 28 participants (n = 17 treatment, n = 11 control). Analysis revealed no statistically significant differences in academic PsyCap, GPA, or persistence between the two groups over time. Comparison of FG (n = 167) and CG (n = 440) students' PsyCap indicated there were no statistically significant differences. Significant positive relationships were found between academic PsyCap, GPA, and persistence. Despite the nonsignificant findings as a result of the PCI, participant feedback indicated the intervention was very engaging, very useful, and they felt it had a positive impact on their academic experience. The lack of differences between FG and CG students can be seen a hopeful finding they demonstrated moderate levels of PsyCap similar to their CG peers. The relationship found between PsyCap, GPA, and persistence provides additional support for the application to higher education. In light of these findings, implications for future research and educational practice are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]