Understanding Social Support, Psychological Capital And The Relationship Between College Students' Academic Achievement

The academic achievement of students has become an important element ofpsychological research in recent years. With the improvement of social demand forhigh quality talent, the study on the factors and mechanism of students’ academicachievement will become more importance.In this study,726college students were investigated by Perceived Social SupportScale(PSSS),Psychological Capital Questionnaire and a revised scale of students’academic achievement to discuss the effect mechanism of perception of social supportand psychological capital on students’ academic achievement. Spss17.0and Amos7.0software were used to analyze the data obtained and got the following Conclusions:1. The revised scale of college students’ academic achievement retains19questions. There are four dimensions: academic dedication, task performance,interpersonal promotion and the total performance. For its good construct validity,reliability and validity, the revised scale can be used to assess college students’academic achievement.2. The results of investigation on college students’ psychological capital in thedemographic variables of characteristic is that girls’ interest and gratitude levelswere significantly higher than boys’ in college. Freshmen’s psychological capital andits dimension levels were significantly higher than the sophomore, junior and seniorstudents’. Liberal Arts students’ self-efficacy were significantly higher than sciencestudents’ and engineering students’.3. The results of investigation on college students’ academic achievement in thedemographic variables of characteristic is that the task performance, interpersonalpromotion, total performance and students’ academic achievement of girls’ weresignificantly higher than boys’. Freshman students’ academic achievements and thefactor scores were significantly higher than the sophomore, junior, and seniorstudents’. Sophomore and senior girls’ level were respectively significantly higherthan boys’ in task performance. Freshman engineering students’ level in theiracademic dedication and academic achievement were significantly higher than students in arts and Sciences. Junior engineering students’ level in their academicdedication, task performance and the total performance were significantly higher thanstudents in arts and Sciences.4. The psychological capital of college students was significantly correlated withtheir academic achievement, and can significantly predict students ’ academicachievement. College students’ perception of social support was significantlycorrelated with their psychological capital and their academic achievement, and cansignificantly predict them.5. The psychological capital of college students has partly mediation effectsbetween their perception of social support and their academic achievement.