Study on Psychological Capital and School Adaptation of Urban Left-behind Children in China
DOI:
https://doi.org/10.54097/jeer.v5i2.12548Keywords:
Urban Left-behind Children, Psychological Capital, School AdaptationAbstract
Objective: This study explores the current status and relationship between psychological capital and school adaptation of urban left-behind children. Methods: The Adolescent Psychological Capital Questionnaire and the School Adaptation Questionnaire were used to investigate students in 10 primary and secondary schools in Hubei Province, China. Results: Urban left-behind children’s psychological capital and the average score of each dimension, school adaptation and the average score of each dimension were significantly higher than the median value. The psychological capital and school adaptation level of urban left-behind children are significantly lower than those of urban non-left-behind children, and at the same time significantly higher than those of rural left-behind children. There is a significant positive correlation between psychological capital and school adaptation of urban left-behind children. The psychological capital of urban left-behind children has a predictive effect on school adaptation and can explain 49% of the variation in school adaptation. Conclusion: The overall level of psychological capital and school adaptation of urban left-behind children is good. The school adaptation of urban left-behind children can be improved by raising the level of their psychological capital.
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