Study On Psychological Capital Intervention Of Junior High School Students Based On The Theory Of PCI

This study used a group counseling program based on PCI theory to study the psychological capital of junior middle school students in Wusheng Chengnan junior middle school.With positive psychological capital questionnaire(PPQ)on 339 junior middle school students in the present situation of the psychological capital level survey,the junior middle school students selected groups of psychological capital levels,and levels for the standard of the students who sign up to the group guidance for selection,choose the psychological capital levels within 1.5 standard deviations below the average total score(92-112)of 26 students were divided into experimental group and the control group,experimental group of 14 people,control group of 12 people,two groups of subjects in grade,gender,growth environment,academic performance,whether to have experience,psychological capital levels have no significant difference.The intervention study of independent variables is the intervention process,the dependent variable is the psychological capital level of junior high school students,and the control variables are students' characteristics,measurement tools,etc.According to the intervention scheme of the experimental group subjects six group intervention activities,once a week,for the control group didn't intervene treatment,at the end of the whole activity of both groups were after the positive psychological capital questionnaire(PPQ)for the trial,a month after the end of the activity of the experimental group subjects to the level of psychological capital tracking test.After analyzing and comparing the levels of psychological capital in different stages of the study,the following conclusions are obtained:(1)Positive and positive psychological capital questionnaire(PPQ)has good reliability and fit,which can be used to measure junior high school students' psychological capital level.(2)The overall level of psychological capital of junior middle school students is good overall,and each dimension is also good.Its average total score of psychological capital and the average of all dimensions are all above the theoretical median value of 4.There is a significant difference in the level of psychological capital of junior high school students at the grade level,but there is no significant difference in factors such as gender,growth environment,academic performance,and whether there is a stay-at-home experience.(3)For junior middle school students psychological capital intervention activities onthe part of the psychological capital dimensions has a good effect of intervention.Intervention activities have a significant effect on the overall and self-efficacy dimensions and optimistic dimensions of junior high school students' psychological capital,while the overall level of psychological capital in control groups without intervention does not change significantly.(4)Intervention activities for junior high school students' psychological capital have sustained effects.After one month,the overall level of psychological capital in the experimental group decreased compared with the level at the end of the intervention,but it did not reach a significant decline,at the same time the level before the intervention treatment has significant improvement.