The Relationship Between Negative Life Events, Psychological Capital And School Adjustment Among Five-year Higher Vocational Nursing Students

Purpose:To learn the current situation of School Adjustment among five-year vocational high school nursing students; To analyze the relationship between negative life events, psychological capital and school adjustment among these students; To investigate the role of psychological capital on the association between negative life events and school adjustment; To provide theoretical guidance for the positive psychological intervention strategies.Methods:A convenience sample of 643 five-year vocational nursing students from Linyi Health School of Shandong province was recruited to participate in the study. The final sample consisted of 553 females and 90 males, with a mean age of 17.14 (ranging from 14 to 22 years). The Adolescent Self-Rating Life Event Checklist (ASLEC), the Psychological Capital Questionnaire for Adolescent Students (PCQAS), the Chinese College Student Adjustment Scale (CCSAS) and the general information questionnaire were used. Our main statistical methods are single factor analysis, correlation analysis and hierarchical multiple regression analysis.Results:1. The students’ scores on the school adjustment was 4.60～1.63 The mean school adjustment score was 3.22 (SD ± 0.52). In the seven dimensions the interpersonal relationship adaptation scores were the highest, followed by the emotional adaptation. The other dimension scores from high to low is career adaptation, self-adaptation, learning adaptation, campus life adaptation and degree of satisfaction.2.The results of single factor analysis revealed that the school adjustment scores did not differ by sex, grade, birthplace, or household composition (P>0.05 for all scores). Students from single-child families were more likely to report better school adjustment (P= 0.07).3. The results of correlation analysis showed that negative life events were negatively and significantly associated with interpersonal relationship adaptation (r=-0.134), learning adaptation (r=-0.184), campus life adaptation (r=-0.122), career adaptation (r=-0.129), emotional adaptation (r=-0.217), self-adaptation (r=-0.253), degree of satisfaction (r=-0.164), and overall adaptation (r=-0.232). Psychological capital was positively and significantly associated with the dimensions of school adjustment, including interpersonal (r= 0.426), learning (r= 0.540), campus (r= 0.445), career (r = 0.478), emotional (r= 0.554), self-adaptation (r= 0.597), degree of satisfaction (r= 0.354), and overall adaptation (r= 0.665), and negatively associated with negative life events (r=-0.232).4. The results of the hierarchical multiple regression analysis revealed that negative life events was added to the model and was found to be negatively associated with school adjustment (P=-0.239, P< 0.001). Psychological capital was added to the model, and was found to be positively associated with school adjustment (P= 0.643, P< 0.001). Psychological capital partially mediated the relationship between negative life events and school adjustment, with Psychological capital reducing the main effect of negative life events on school adjustment when it was added to the model (from P=-0.239 to p=-0.088, P< 0.01). The net amount of variance explained is 44.9%. It is proved that psychological capital plays a mediating role between negative life events and school adjustment.Conclusion:Negative life events may reduce the level of psychological capital and Increase the risk of school maladjustment. To improve nursing students’ psychological capital can buffer the stress of the negative life events, so that the students can adapt the School actively.