The Relationship Between Psychological Capital And Learning Performance In College Entrance Examination And Its Intervention

The positive psychological approach has contributed to education field by advocating that teachers should pay more attention on the internal potential and individual strengths of students rather than on weaknesses of students. This area of psychology applied to education field emphasizing the purpose of education is to pay attention on the self- efficacy of students rather than to focus on the faults of students. By emphasizing this important aim of education, this field of psychology producing generalized laws, applying to more students, rather than idiographic laws, applying to unique aspects of students. Psychological capital is defined as a positive motivational state, when people grow up and mentally develop it will appear to help people improve individual and group conduct performance. By analyzing and comparing all of studies on psychological capital nowadays around the world, we know all those studies throughout the history have not only disagreed about the structure of psychological capital, but have also strongly disagreed about the core definition of it. In addition the measurement of traditional way on psychological capital should have improved properly in the future. The students who prepare for and take participate in the scholastic assessment test again are unique subjects among the Chinese adolescent mental Health research for there is no appropriate statistical scale for the psychological capital survey, therefore, none of psychological researchers have done the empirical or the intervention study on the correlation between the psychological capital with the scholastic performance of students. Based on the research background we talked about before, this research studied the correlation between the psychological capitals with the scholastic performance of the repetition of college entrance examination students from three parts:Firstly, the development of the psychological capital scale for the students who retake the college entrance test; based on the four factors of psychological capital theory, this study selected 486 representative subjects from the repetition of college entrance examination students, developing the qualified psychological capital scale for the repetition of college entrance exam students with well-reliability and well-validity. Secondly, empirical study; selected 665 the repetition of college entrance examination students as samples from the target 7 schools, where help those students prepare for the test. This research analyzed the differences in demographic variables between the psychological capitals of the repetition of college entrance exam students with the learning performance of them. This research indicates the relationship between the psychological capitals of the repetition of college entrance exam students with the scholastic performance of them. Thirdly, intervention study; According to the design of the experiment all of the subjects were divided into experimental group and control group.10 students in experimental group, carrying out group counseling activities, in order to verified whether developing the psychological capital of the repetition of the college entrance test students could improve the learning performance of them. After this experiment we had conclusions as following:(1)The psychological capital scale for students those who study for the repetition of college entrance examination is constituted by four dimensions: hope, self-efficacy, fortitude and optimism. 39 items of test, which with high internal consistent reliability, was composed of this scale, which had good construct validity adapted to survey the psychological capital research of the repetition of college entrance test students.(2)The psychological capital of the repletion of college entrance examination students as a whole was above the medium level, which was influenced by several factors: gender, before the repetition whether they are class cadre or not, repetition sources of motivation, the level of parents’ concerned, years to prepare the repetition college entrance test they could withstand, growing circumstances, the causes of the repetition, the target university, the level of blame they has for the failure of college entrance examination, the frequencies of the thoughts giving up the repetition has appeared.(3)The total score and points of each dimensions of the psychological capital of art repetition of college entrance examination students had significant positive correlation with the learning performance. This result indicated that the total score of the repetition of college entrance test students ’psychological capital had significant prediction effects on the art repetition of college entrance examination students.(4)The total score of the psychological capital of the science college entrance exam retakes courses students and the dimension of hope, self-efficacy, and optimism had significant positive correlation with the learning performance. The dimension of fortitude had weak correlation, but the correlation was not significant. The self-efficacy score had strong prediction effects on the science repetition of college entrance examination students.(5)The level of the psychological capital of the repetition college entrance exam students could be improved by taking participates in targeted group counseling activities. During pretest, posttest and tracking test period, the experimental group got the points on the dimension of hope, optimism and self-efficacy presented down slightly after showing a rising trend, as same as the psychological capital total score. The score that the fortitude dimension of the experimental group got during pretest, posttest and tracking test period, showing the continuing upward trend.(6)After the repetition of college entrance test students had taken participate in group counseling activities their psychological capital level significantly improved, meanwhile, the learning performance of the art repetition of college entrance exam students improved somehow, but not significantly; however, the learning performance of the science repetition of college entrance exam students improved markedly, after attended group counseling activities.