The Effect Of Campus Exclusion On Prosocial Behavior Of Secondary Vocational Students: The Chain Mediating Role Of Emotional Empathy And Psychological Capital

In the middle school stage,students’ social development and the cultivation of prosocial behavior are very important for their future development.However,some secondary vocational students may experience campus exclusion,which is the phenomenon of being isolated and rejected by peers.This experience may have a negative impact on the psychological and social development of secondary vocational students,including adverse consequences such as depression,social anxiety,and social isolation.Emotional empathy and psychological capital are considered important resources for secondary vocational students in coping with campus exclusion.Emotional empathy helps individuals establish good interpersonal relationships and enhances their social support and sense of belonging.Psychological capital can help individuals maintain a positive attitude and adaptability in the face of setbacks and difficulties.Therefore,researching the mediating role of emotional empathy and psychological capital between campus exclusion and prosocial behavior is helpful for further understanding the mechanism of how individuals cope with campus exclusion and provides empirical evidence for promoting the healthy development of secondary vocational students.This study adopted the questionnaire method.The questionnaire of school exclusion,the Prosocial behavior Scale,the Cognitive and Affective Empathy Scale for Chinese Adolescents,and the questionnaire of Psychological capital for adolescents were used as the tools.The students of Grade one to grade three in two secondary vocational schools in Shenyang,Liaoning Province,were selected as the research objects.570 valid questionnaires were collected and sorted.The data was processed using SPSS21.0,and the research showed that:(1)a significant gender difference existed in campus exclusion among secondary vocational students,with girls perceiving higher levels of campus exclusion than boys.(2)There was a significant difference in prosocial behavior among subjects in different grades,indicating that lower grade students exhibited more prosocial behavior.(3)The overall emotional empathy level of secondary vocational students was better.(4)Subjects in different grades demonstrated significant differences in psychological capital,with lower grade students having higher levels of psychological capital.(5)Campus exclusion of secondary vocational students significantly negatively predicted prosocial behavior,and secondary vocational students who suffered more campus exclusion found it more difficult to produce prosocial behavior after being excluded.(6)Both emotional empathy and psychological capital could independently mediate the predictive effect of campus exclusion on prosocial behavior,with indirect effect ratios of 12.5% and 16.8% respectively.(7)Emotional empathy-psychological capital could indirectly predict the relationship between campus exclusion and prosocial behavior as a chain mediator,with an indirect effect ratio of 17.8%.Through this study,it can be seen that when secondary vocational students experience campus exclusion,they will have negative emotions and psychological pressure,thus reducing their prosocial behavior tendency.However,if these students have high emotional empathy ability and psychological capital,they can better understand others’ emotional needs and regulate their own state more effectively,thus improving their pro-social behavior initiative.Schools and families can reduce the damage of campus exclusion and increase the frequency of prosocial behavior by cultivating the emotional empathy ability of secondary vocational students and improving their psychological capital.