Abstract
Purpose: To explore the mediating effect of psychological capital on the relationship between the perceived social support and junior high school students’ post-stress growth. Method: Measured a total of 474 junior high school students with the Perceived Social Support Questionnaire, Positive Psychological Capital Questionnaire and Children’s Post-Stress Growth Scale. Results: 1) There is a significant positive correlation between perceived social support, psychological capital and junior high school students’ post-stress growth; 2) Psychological capital has a mediating effect on the relationship between perceived social support and junior high school students’ post-stress growth. Conclusion: Cultivating junior high school students’ ability of perceived social support, developing and enhancing their level of psychological capital can promote their post-stress growth.
Highlights
Post-stress growth (PSG) refers to an individual who, after experiencing a stressful event, is better able to get rid of stress, regain psychological balance, and gain further psychological maturity and development during this process (Wu & Fang, 2014)
Based on self-determination theory, social cognition theory and related research, this study believes that Perceived social support and psychological capital have an important effect on post-stress growth
Grade and place of student source, all variables were standardized, and gender, grade and place of student source were taken as control variables, perceived social support as an independent variable, psychological capital as a mediating variable, and post-stress growth as a dependent variable into regression equations
Summary
Post-stress growth (PSG) refers to an individual who, after experiencing a stressful event, is better able to get rid of stress, regain psychological balance, and gain further psychological maturity and development during this process (Wu & Fang, 2014). Students in the junior high school stage inevitably face the larger pressures and challenges brought by the studies, interpersonal relationship, adaptation and so on. Because they have immature mind and cognition, these pressures may make. How to guide and help the junior high school students to obtain the change and growth after experiencing the stress event from the perspective of positive psychology. Based on self-determination theory, social cognition theory and related research, this study believes that Perceived social support and psychological capital have an important effect on post-stress growth
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