目的:了解有留守经历高职贫困生心理资本的现状,为学校开展家庭贫困学生心理资本提升提供合理建议。方法:采用积极心理资本问卷,对1758名家庭经济困难学生进行问卷调查,在有效被试中,732名为有留守经历的学生。结果:没有留守经历的高职...目的:了解有留守经历高职贫困生心理资本的现状,为学校开展家庭贫困学生心理资本提升提供合理建议。方法:采用积极心理资本问卷,对1758名家庭经济困难学生进行问卷调查,在有效被试中,732名为有留守经历的学生。结果:没有留守经历的高职贫困生在希望、乐观维度上的得分显著高于有留守经历的高职贫困生。在有留守经历的高职贫困生群体中,男生在希望、乐观、心理资本上的得分显著高于女生;学生干部在自我效能、希望、乐观、心理资本上的得分显著高于非学生干部;不同家庭教养方式的高职贫困生在自我效能、希望、乐观、心理资本上存在显著差异;不同志愿选择的高职贫困生在希望、乐观维度上存在显著差异;不同锻炼频率的高职贫困生在自我效能感、希望、乐观、心理资本上存在显著差异。最后在分析讨论的基础上,从学校教育层面对心理资本的提升提出了建议。Objective: To understand the status quo of psychological capital of poor students with left-behind experience in higher vocational colleges, and to provide reasonable suggestions for schools to carry out psychological capital promotion of poor students from families. Methods: The positive psychological capital questionnaire was used to investigate 1758 students from poor families. Among the effective subjects, 732 were students with left-behind experience. Results: The scores of the poverty-stricken vocational students without left-behind experience in the dimensions of hope and optimism were significantly higher than those of the poverty-stricken vocational students with left-behind experience. Among the poor vocational college students with left-behind experience, the scores of hope, optimism and psychological capital of male students are significantly higher than that of female students. The scores of student cadres in self-efficacy, hope, optimism and psychological capital are significantly higher than those of non-student cadres. There are significant differences in self-efficacy, hope, optimism and psychological capital among poor vocational college students with different family rearing styles. There are significant differences in the dimensions of hope and optimism among the poverty-stricken students in higher vocational colleges. There are significant differences in self-efficacy, hope, optimism and psychological capital among the poor vocational college students with different exercise frequency. Finally, on the basis of analysis and discussion, the author puts forward some suggestions for the improvement of psychological capital from the level of school education.展开更多
文摘目的:了解有留守经历高职贫困生心理资本的现状,为学校开展家庭贫困学生心理资本提升提供合理建议。方法:采用积极心理资本问卷,对1758名家庭经济困难学生进行问卷调查,在有效被试中,732名为有留守经历的学生。结果:没有留守经历的高职贫困生在希望、乐观维度上的得分显著高于有留守经历的高职贫困生。在有留守经历的高职贫困生群体中,男生在希望、乐观、心理资本上的得分显著高于女生;学生干部在自我效能、希望、乐观、心理资本上的得分显著高于非学生干部;不同家庭教养方式的高职贫困生在自我效能、希望、乐观、心理资本上存在显著差异;不同志愿选择的高职贫困生在希望、乐观维度上存在显著差异;不同锻炼频率的高职贫困生在自我效能感、希望、乐观、心理资本上存在显著差异。最后在分析讨论的基础上,从学校教育层面对心理资本的提升提出了建议。Objective: To understand the status quo of psychological capital of poor students with left-behind experience in higher vocational colleges, and to provide reasonable suggestions for schools to carry out psychological capital promotion of poor students from families. Methods: The positive psychological capital questionnaire was used to investigate 1758 students from poor families. Among the effective subjects, 732 were students with left-behind experience. Results: The scores of the poverty-stricken vocational students without left-behind experience in the dimensions of hope and optimism were significantly higher than those of the poverty-stricken vocational students with left-behind experience. Among the poor vocational college students with left-behind experience, the scores of hope, optimism and psychological capital of male students are significantly higher than that of female students. The scores of student cadres in self-efficacy, hope, optimism and psychological capital are significantly higher than those of non-student cadres. There are significant differences in self-efficacy, hope, optimism and psychological capital among poor vocational college students with different family rearing styles. There are significant differences in the dimensions of hope and optimism among the poverty-stricken students in higher vocational colleges. There are significant differences in self-efficacy, hope, optimism and psychological capital among the poor vocational college students with different exercise frequency. Finally, on the basis of analysis and discussion, the author puts forward some suggestions for the improvement of psychological capital from the level of school education.
