Characteristics Of Left-Behind Junior Middle School Students’ Psychological Capital And Related Research

Childhood is an important period of one person’s development of physiology and psychology, as well as formation of outlook on life and values, but related research shows that, left-behind children face many probiems such as lack of parent-child communication, inner imbalance, lack of psychological support. Psychological capital is a hot topic in psychology and other fields in recent years, it mainly refers to the positive psychological quality and potential, and can be developed through interventions, therefore, enhance the level of psychological capital of left-behind children can promote them effectively mobilize their positive psychological power to deal with all kinds of mental confusion and practical problems. The domestic research on psychological capital of left-behind children is rarely, and left-behind junior high school students as a group of children left-behind, is in a more turbulent periods in their life, which is easily to produce all kinds of paychological problems, therefore, this research mainly in rural junior middle school students as the research object, compiled a set of junior middle school students’ psychological capital questionnaire, and then sending the questionnaire and collecting data, to study and analyze the development characteristics of left-behind junior high school students’ psychological capital and its related factors. The research results mainly include:1. Middle school students’ psychological capital includes six dimensions, respectively is:self-confidence, self-control, interpersonal, optimism, hope, toughness, and the junior middle school students’ psychological capital questionnaire has good reliability and validity.2. The scores of left-behind junior middle school students and non left-behind junior middle school students in psychological capital, self-confidence, interpersonal, optimism, hope, flexibility were higher than the general level, but the scores in self control were slightly lower than the general level. The scores of left-behind junior high school students’ psychological capital and its dimensions were lower than that of the non left-behind junior high school students, and the difference was significant.3. There are significant gender differences in the left-behind junior high school students in two dimensions of self-confidence, interpersonal, optimism,the boys were significantly higher than those of girls in self-confidence, optimism, and the girl were significantly higher than that of boys in the interpersonal dimension.4. There are significant grade differences in self control, interpersonal communication two dimensions of the left-behind junior high school students, and grade seven students was significantly higher than students in grade nine.5. The scores of student cadres were significantly higher than that is not student of the left-behind junior high school students in interpersonal relationships, toughness and psychological capital.6. The left behind junior high school students’ psychological capital and its dimensions were significantly positive correlated with problem focused coping style, and significantly negative correlated with emotional focused coping style.7. The correlation of left-behind junior high school students’ psychological capital and its dimensions and mental health status and its dimensions are significantly negative, and there were significant negative prediction effect on mental health of serious situation of psychological capital.In this study, the psychological capital theory is extended to the junior high school students, to understand the status of left-behind junior high school students’ Psychological Capital, and carried out a series of discussion according to the results of the study. Finally, in this study, combined with the related literature,we suggest that development left-behind junior high school students’ psychological capital from the perspective of the dependent variable and structure. This study enriches the theory and empirical studies of psychological capital, has provided the beneficial enlightenment for the development of mental health of left behind children, has theoretical and practical significance.