The Study On The Relationship And Intervention Of Cumulative Ecological Risk, Positive Psychological Capital And School Adjustment Of Relocating Poverty-Stricken And Migrant Children In Middle And High Grades Of Primary School

In order to build a well-off society in all aspects,China has implemented the relocation policy to help people from poor households relocate to live in new communities,improve their living standards and strive to achieve common prosperity.With the support of the policy,relocating poverty-stricken and migrant children also follow their families from rural schools to new schools,but they all come from poor families and face many family risks themselves.After relocating to new schools,risks in many aspects such as school risks and interpersonal risks gather,and these accumulated ecological risks deeply affect the school adaptation of their migrant children.Whether migrant children relocated from easy-access poverty alleviation can adapt well to school affects their own psychological health and is of great significance to their growth and development.Based on the analysis of previous literature,this study intends to introduce positive psychological capital as a mediating variable to explore the mechanism of action among cumulative ecological risk,positive psychological capital,and school adaptation.In addition,based on the theme of positive psychological capital,10 group counseling activity sessions were designed based on the PCI(Psychologicalcapitalintervention)intervention theoretical model to intervene with migrant children with low positive psychological capital who are relocated from easy-access poverty alleviation,in order to further test the validity of the model.This study was conducted in two steps:Study I: The Cumulative Ecological Risk Questionnaire,the Positive Psychological Capital Scale and the School Adaptation Questionnaire were used to investigate the relationship between three variables: cumulative ecological risk,positive psychological capital and school adaptation in a total of 601 elementary school students in two schools in Laibin,Guangxi.Study II: Based on the PCI intervention model,the group counseling activity program was designed with positive psychological capital as the center,and 24 students with low levels of positive psychological capital and school adjustment were randomly divided into experimental and control groups,and the experimental group was given a 10-session group counseling activity,while the control group was left untreated,with a pre-side before the group counseling program,a post-test after the end,and a follow-up test to verify the effectiveness and adaptability of the group counseling activities.The main findings of the study were as follows:(1)There were significant differences in positive psychological capital by gender;significant differences in cumulative ecological risk by grade level;significant differences in school adaptation and positive psychological capital by whether or not they were only children;and significant differences in the three variables of cumulative ecological risk,positive psychological capital,and school adjustment by whether or not they were left-behind children.(2)Cumulative ecological risk,positive psychological capital,and school adjustment were significantly related to each other.Cumulative ecological risk negatively predicted school adjustment;positive psychological capital positively predicted school adjustment.(3)Positive psychological capital partially mediated the relationship between cumulative ecological risk and school adjustment.(4)The group counseling intervention program can effectively improve the positive psychological capital of the relocating poverty-stricken and migrant children and thus contribute to the improvement of school adjustment.