The Relationship Between Life Event And Problem Behavior Of Secondary Vocational Students: Examining The Moderation Effects Of Psychological Capital

development, with the transformation of the way on learning and life, they will face socialadaptation, career choice, peer exchanges, professional competition and so on, therefore,secondary vocational school students will inevitably produce a variety of mental confusion andproblems in areas such as learning and life, these problems not only bring trouble to the studentdevelopment, teachers teaching, and education management, but also affect the quality ofvocational education seriously.Existing research have showed that the normal behaviors and problem behaviors cantransform into each other under certain circumstances. Based on this hypothesis, we propose anew model which according to integrate the relevant contents of Comprehensive Theory andPsychological Capital Model that usually is used to explain secondary vocational students’problem behavior. In our model, we feature the psychological capital and regarded it as animportant regulatory variable between life events and problem behaviors. We hope the newmodel can shed further light on the relationship between the problem behavior, life events, andpsychological capital. Furthermore, based on the new model proposed, we also try to put forwardsome suggestions on rectifying the secondary vocational students’ problem behaviors, so as topoint out the future directions converting problem behaviors to normal ones.In this study, we measured711secondary vocational students with the Adolescent’sProblem Behavior Questionnaire, Adolescent’s Life Events Scale, and Positive PsychologicalCapital Questionnaire. The results showed that:(1) Secondary vocational students’ problembehaviors are widespread. Among lots of demographic variables, such as different major, grades,family structure, have sibling or not, and origin of study, the extent and amount of secondaryvocational students’ problem behaviors differed significantly. However, there is no differences ingender.(2) Among secondary vocational students, life events has a significant positivecorrelation with problem behaviors, and it can predict secondary vocational students’ problembehaviors positively. Otherwise, psychological capital has the significant negative correlationwith problem behaviors, and the it predict problem behaviors negatively. These results prove theComprehensive Theory of secondary vocational students’ problem behaviors.(3) Psychologicalcapital have the positive moderation effect between secondary vocational students’ life event andproblem behavior. Along with the increasing of life events, the secondary vocational studentswith high psychological capital will have less problem behaviors; conversely among the problembehaviors will increase. These results provided evidences both to the Comprehensive Theory andPsychological Capital Model of secondary vocational students’ problem behavior. Finally, theresponse educational strategies are put forwarded from the possibility of life events, the statusand characteristics of problem behavior and the effects of psychological capital which is directlyand indirectly on the basis of this survey.