The Influence Mechanism Of High School Students And Vocational High School Students' Psychological Capital On Academic Delay And Intervention Based On PCI Theory

It is well known that academic procrastination is common in the negative behavior of the individual learning activities, although for a long time, academic procrastination are the subject to the attention of many scholars, many studies have confirmed that academic procrastination is influenced by a number of psychological factors, such as self-esteem, self-efficacy, personality, but few scholars to explore the relationship of psychological capital and academic procrastination, In addition, the existing research on psychological capital are all focus on the enterprise staffs work performance or the employment of college students, paid little attention on high school students, especially on the vocational high school students.Purpose:This study through the exploration of the characteristics of the psychological capital of the high school students and the vocational high school students, tries to reveal the mechanism of the influence of psychological capital on academic procrastination, and based on the theory of PCI to study the psychological intervention for vocational high school students' psychological capital.To explore whether the group counseling intervention effects the psychological capital and the academic procrastination. It will have an important theoretical and realistic significance to make up for the inadequacy of existing psychological capital research, to improve the students' academic procrastination and academic burnout and to promote the development of mental health.Methods:This research adopts the questionnaire survey method, using the "Positive Psychological capital Questionnaire", "Aitken Procrastination Inventory", "academic burnout questionnaire", "learning motivation scale", four scales for measuring tool. Investigated 620 high school students and 602 vocational school students in Shaanxi province and based on independent samples T-test, correlation analysis, analysis of variance, regression analysis and structural equation model system to explore the influencing mechanism of psychological capital on academic procrastination. Then select 30 subjects from vocational high school, randomly divided into 3 groups,10 members each group, one group have group counseling intervention for 6 times; another group see different movies for 6 times as control group, for a month and a half; The rest of the group as a control group does not accept any interference. Using the Positive Psychological capital Questionnaire (PPQ) and Aitken Procrastination Inventory(API) before and after the intervention respectively to compare the difference between three group members.Results:(1)There are significant differences of the different dimensions of psychological capital in the demographic variables, boys on the psychological capital optimism dimension was significantly lower than girls(t = 2.701, p = 2.701< 0.05), significantly higher than girls on self-efficacy dimensions (t = 4.440, p = 0.000< 0.05). High age group in the optimism and self-efficacy of psychological capital were significantly higher than the other younger groups (F = 3.464, p = 0.032< 0.05; F = 3.505, p = 0.05 < 0.05), vocational high school students' toughness dimension of psychological capital was significantly lower than the high school students' (t = 2.324, p = 0.020< 0.05).(2)Boys academic burnout significantly higher than girls (t = 1.992, p = 0.047< 0.05), only child's academic burnout significantly higher than the not only child (t= 2.941, p = 0.003< 0.05), high school students' academic burnout score are significantly lower than vocational high school students'(t = 3.719, p = 0.000< 0.05), the students of younger groups' academic burnout are significantly below higher age group (F = 7.398, p = 0.001< 0.05), only child's learning motivation significantly below the not only child (t = 2.421, p = 2.421< 0.05), in addition, vocational high school students' academic procrastination score is significantly higher than high school students'(t-2.399, p = 2.399< 0.05).(3)There is a significant negative correlation between psychological capital and academic burnout, academic procrastination(r = 0.115, p = 0.115< 0.05 and r = 0.276, p = 0.000< 0.05); Academic burnout and academic procrastination and learning motivation, psychological capital has significant positive correlation (r = 0.596, p = 0.000< 0.05 and r = 0.05, p = 0.05< 0.05); Learning motivation and academic burnout, academic procrastination has significant negative correlation (r = 0.080, p = 0.080< 0.05 and r = 0.190, p = 0.000< 0.05).(4) Learning burnout, learning motivation have a significant partial mediation effect between psychological capital and academic (p<0.01).(5)Set up the structural equation model, the psychological capital and learning motivation, the psychological capital and academic burnout, the psychological capital and academic procrastination, the learning motivation and academic burnout, the academic burnout and the academic procrastination are significant (p = 0.000< 0.05), the remaining path coefficient are not significant.(6)The group counseling intervention based on the theory of the PCI has significant effects on the vocational high school students' psychological capital and academic procrastination.Conclusions:(1) There are differences of high school students' self-efficacy, optimism dimension in the demographic variables of gender, age, student type.(2) High school students' academic burnout is different in gender, age and whether they are the only child; High school students' learning motivation is only different in whether they are the only child; And compared with high school students, the vocational high school students have more academic burnout mood, less academic procrastination.(3) There is relationship between the four variables, the higher psychological capital score, the higher learning motivation, the lower learning burnout and academic procrastination.(4) Learning motivation, academic burnout play a multiple mediation role in the process of psychological capital influence on academic procrastination.(5) Group counseling intervention has a significant effect to promote the psychological capital level, and to lower the academic procrastination level.