An Analysis Of The Status Of College Students Psychological Health Based On Psychological Capital Theory

Since Luthans had proposed the concept of psychological capital in2004, therehas a hot topic about the positive psychological state and trails of individual bymanagement, psychology and education researchers. Positive psychological stateincluding self-efficacy, optimism, hope, resilience, and other concepts. It is stable andcan be promoted, and it is very important to enhance one’s competitiveness innowadays. How to develop and promote college students psychological capital, andstrengthen their ability to adapt the society and resist the frustration is one of the mosthot issues that Ideological and Political Education must be faced with.This research, based on the psychological capital theory, and combined withthree theories: Marxist all-round human development theory, Maslow’s motivationtheory and Seligman’s positive psychology theory, this text takes college students inWuhan as the study object, and makes questionnaire as the research method. Themain content of this investigation:(1) the status of the college students’ psychologicalcapital with different personal background,(2) the status of the college students’psychological heath state with different personal background,(3) relationship betweencollege students psychological capital and psychological health state. This researchgot there conclusions:1. College students psychological capital were in good condition. Hope got thehighest score, and resilience got the lowest. From gender perspective, levels ofpsychological capital, hope and optimism of females were higher than males, and thelevel of resilience lower than males, significantly characterized by gender. Fromgrade perspective, different grade students showed significance in overallpsychological capital, self-efficacy, hope, optimism and resilience. Senior studentsgot the highest scores in the total score of psychological capital and resilience. On thedimension of hope and optimism, freshman students scored significantly higher thanothers, while the junior got the lowest level of psychological capital. From disciplineperspective, science and engineering students got the highest scores in the total scoreof psychological capital and resilience, medical students were more optimistic thanothers. Whether the student was a leader or no does not impact the overall psychological capital, but student leader got the highest scores in self-efficacy thanothers. Top academic record rank students got the highest scores in the total score ofpsychological capital, self-efficacy, hope, and optimism. From family culture styleperspective, students in democratic or laissez-faire family education style are higherthan those in other family education style in the total score of psychological capital,optimism and resilience. The place of birth and whether the only child or not, doesnot impact students psychological capital.2. The scores of CHQ-20showed that most students had higher self-affirmation,lower depression and a certain degree of anxiety. The general level of psychologicalhealth state of boy was higher than girl; senior students got the highest level ofpsychological health status, while the junior got the lowest level; top academic recordrank students had better self-efficacy than others; students in democratic orlaissez-faire family education style are higher than those in other family educationstyle in the total score of psychological health; There were no significant differencesin the overall psychological health status in discipline, whether the only child or not,place of birth and whether the only child or not.3. College students of different psychological capital, his mental health is alsonot the same, college students’ psychological capital is proportional with mentalhealth status. According to the college students’ psychological capital levels we canpredict their mental health status. Psychological capital can predict psychologicalhealth to some extent, psychological capital can only explain17.5%of overallpsychological health.4. Finally, the paper put propose several strategies to develop and promotecollege students’ psychological capital, including strengthen the consciousness of lifeeducation, establish and improve psychological capital education system, develop theculture environment, strengthen college students’self-improvement practice.