| Objectives The main research objectives of this study include two aspects.First,to understand the main influence of psychological capital of high school students on their learning engagement.Secondly,a group intervention program based on psychological capital intervention theory is developed to intervene high school students to improve their psychological capital and learning engagement.Methods 1 Investigation method: high school students in Tangshan area were tested by the questionnaire of general personal situation,learning engagement scale and positive psychological capital questionnaire,so as to understand the status quo of learning engagement of high school students and investigate the relationship between psychological capital and learning engagement.2 Experimental method: 30 subjects were recruited voluntarily from the questionnaire survey,which were divided into the control group(15)and the experimental group(15).The experimental group received group psychological counseling for six weeks,while the control group received no intervention.After the intervention,the learning engagement of the experimental group and the control group was evaluated by questionnaire to evaluate the improvement effect of group intervention on learning engagement.Results 1 The overall score of psychological capital of high school students was 85.82,slightly higher than the theoretical mean(78);the scores of self-efficacy and toughness were slightly higher than the theoretical mean(21);and the scores of hope and optimism were slightly higher than the theoretical mean(18),indicating that the overall level of psychological capital of high school students was above average.2 The overall score of learning engagement was 74.87,higher than the theoretical mean(68).The score of energy was 25.46,which was higher than the theoretical mean(24 points).The score of concentration factor was 26.06,which was higher than the theoretical mean(24 points).The score of dedication factor was 22.5,which was higher than the theoretical mean(20 points),indicating that the overall level of high school students' learning engagement was above average.3 High school students psychological capital levels in gender(F = 10.236,P < 0.05),(F = 3.541,P < 0.05),grade,class cadre(F = 16.592,P < 0.05),students(F = 3.120,P <0.05),the one-child(F = 5.041,P < 0.05),the mother culture level(F = 5.055,P < 0.05),and family economic conditions(F = 9.897,P < 0.05)there were significant differences in demographic variables such as the men than women,one is higher than the students of senior three students,the students who hold the position of class cadre are higher than the students who do not hold the position of class cadre;the urban students are higher than the rural students;the only child is higher than the non-only child;the students whose mother has a high level of education are higher than the students whose mother has a low level of education;the students with good family economic conditions are higher than the students with poor family economic conditions.4 High school students' learning engagement level in class cadres(F = 10.236,P <0.05)and grade(F=15.455,P < 0.05)and other demographic variables showed significant differences.Students who were class cadres were higher than those who were not.Students in grade one were higher than students in grade two.5 There was a significant correlation between psychological capital and learning engagement in senior high school students,and there was a significant correlation in other dimensions(r=0.499,P<0.01).The results of linear regression analysis show that there was a significant linear relationship between psychological capital and learning engagement.The independent variable accounted for 24.7% of the variation of the whole dependent variable,and the regression equation model was established as y= 0.814x+10.370.6 After the group psychological counseling,the subjects in the experimental group significantly improved their overall scores on the learning engagement questionnaire(t=-3.771,P < 0.05)and the psychological capital questionnaire(t=-3.934,P < 0.05).On the subscales,in addition to the resilience and self-efficacy dimension score increase was not significant,vigor(t =-3.050,P < 0.05),dedication(t =-2.384,P < 0.05),concentration(t=-4.287,P < 0.05),hope(t =-2.858,P < 0.05),optimistic(t =-2.682,P < 0.05)subscales scores were significantly promoted,suggesting that group psychological counselling activities can effectively improve the level of high school students leanrning engagement and psychological capital.Conclusions 1 The overall learning engagement and psychological capital of high school are at medium level;There is a significant positive correlation between high school students' learning engagement and psychological capital.The results of regression analysis show that the psychological capital level of high school students can positively predict the learning engagement level of high school students.2 Group intervention activities based on the theory of psychological capital intervention can significantly improve the psychological capital and learning engagement level of high school students. |
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