Heterogeneity of Psychological Capital of Rural Primary Boarders and Its Social Adaptation: Evidence Based on Latent Profile Analysis

Abstract

Abstract: Based on the latent profile analysis (LPA), the heterogeneity, demographic characteristics and social adaptation of the psychological capital of primary school boarding students were studied. The psychological capital questionnaire for rural primary school boarding students, positive and negative emotion scale and prosocial behavior scale were adopted to test 660 rural primary school boarding students in Jiangxi Province. The results were as follows: 1) There were obvious heterogeneity in the psychological capital of boarding students in rural primary schools, which were divided into three types: “low psychological capital type”, “medium psychological capital type” and “high psychological capital type”. 2) In terms of different types of psychological capital, there were no significant differences in gender, grade and family SES, while there were significant differences in the frequency of returning home and family structure. Specifically, compared with those boarding students who returned home once more than a week and those who lived in an incomplete family, those boarding students who returned home once a week or those who lived in an intact family tended to be classified as “low psychological capital type”. 3) Different types of boarding students had significant differences in social adaptation. The boarding students of “high psychological capital type” performed significantly better than those of “low psychological capital type” and “medium psychological capital type” in terms of emotion adaption, behavior adaption and academic performance.

Key words: rural primary school boarding students, psychological capital, social adaptation, latent profile analysis (LPA)

摘要： 基于个体中心的视角，考察农村小学寄宿生心理资本的异质性，并进一步探索农村小学寄宿生心理资本与社会适应的关系。采用农村小学寄宿生心理资本问卷、积极消极情绪量表、亲社会行为问卷等对636名农村小学寄宿生进行测查。结果表明：（1）农村小学寄宿生的心理资本存在明显异质性，分为“低心理资本型”“中心理资本型”“高心理资本型”3种亚类型。（2）不同亚类型寄宿生在性别、年级、家庭社会经济地位上均无显著差异，在回家频率、家庭结构上差异显著，间隔一周以上回家、不完整家庭的寄宿生更可能分布在“低心理资本型”群体中。（3）不同亚类型寄宿生在社会适应状况上差异显著，“高心理资本型”寄宿生在情绪、行为、学业表现上，显著优于“中心理资本型”和“低心理资本型”寄宿生。

关键词: 农村小学寄宿生, 心理资本, 社会适应, 潜在剖面分析

CLC Number:

B844.1

WU Min, SUN Liping, LIANG Lichan, BIAN Yufang. Heterogeneity of Psychological Capital of Rural Primary Boarders and Its Social Adaptation: Evidence Based on Latent Profile Analysis[J]. Studies of Psychology and Behavior, 2021, 19(2): 186-192.

吴旻, 孙丽萍, 梁丽婵, 边玉芳. 农村小学寄宿生心理资本的异质性及其社会适应：基于潜在剖面分析的证据[J]. 心理与行为研究, 2021, 19(2): 186-192.

References

边玉芳, 吴洪健, 张玲玲. (2018). 积极心理学视角下学校心理健康教育体系的构建. 江西师范大学学报(哲学社会科学版), (6), 115–118
陈彦芳. (2008). 寄宿生心理健康研究综述. 教育理论与实践, 28(S2), 97–99
陈艳红, 程刚, 关雨生, 张大均. (2014). 大学生客观社会经济地位与自尊: 主观社会地位的中介作用. 心理发展与教育, 30(6), 594–600
董奇, 林崇德. (2011). 中国6–15岁儿童青少年心理发育关键指标与测评. 北京: 科学出版社.
范兴华, 卢璇, 陈锋菊. (2016). 农村留守儿童心理资本的结构与影响: 质性研究. 湖南社会科学, (4), 67–70
范兴华, 周楠, 贺倩, 佘丽珍, 朱丹, 孟红. (2018). 农村留守儿童心理资本与学业成绩: 有调节的中介效应. 中国临床心理学杂志, 26(3), 551–556
黄丽, 杨延忠, 季忠民. (2003). 正性负性情绪量表的中国人群适用性研究. 中国心理卫生杂志, 17(1), 54–56, doi: 10.3321/j.issn:1000-6729.2003.01.018
教育部. (2012). 2011年全国教育事业发展统计公报. 2019–03–20 取自 http://old.moe.gov.cn/publicfiles/business/htmlfiles/moe/moe_633/201208/141305.html
李勉, 张平平, 张兴慧, 王耘. (2015). 初中寄宿生亲子依恋与学校适应的关系: 分离–个体化的中介作用. 中国临床心理学杂志, 23(4), 718–721
刘俊升, 周颖, 顾文瑜. (2009). Buss-Perry攻击性量表在青少年中的初步修订. 中国临床心理学杂志, 17(4), 449–451
邱皓政. (2008). 潜在类别模型的原理与技术. 北京: 教育科学出版社.
任春荣. (2010). 学生家庭社会经济地位(SES)的测量技术. 教育学报, 6(5), 77–82, doi: 10.3969/j.issn.1673-1298.2010.05.012
谭诤, 刘洋. (2020). 幼儿教师心理资本结构的实证研究. 赣南师范大学学报, 41(1), 53–58
吴旻, 边玉芳. (2020). 农村小学寄宿生心理资本的结构与内涵——基于质性资料的分析. 教育学术月刊, (2), 78–84
邬志辉, 史宁中. (2011). 农村学校布局调整的十年走势与政策议题. 教育研究, (7), 22–30
谢家树, 魏宇民, Zhu, Z. R. (2019). 当代中国青少年校园欺凌受害模式探索: 基于潜在剖面分析. 心理发展与教育, 35(1), 95–102
杨兆山, 高鹏. (2012). 农村寄宿制学校低龄学生的适应问题与对策——基于中西部三省区的调查. 现代教育管理, (7), 37–41, doi: 10.3969/j.issn.1674-5485.2012.07.008
杨兆山, 王守纪, 张海波. (2011). 农村寄宿制学校学生的适应问题. 东北师大学报(哲学社会科学版), (3), 167–171
张阔, 张赛, 董颖红. (2010). 积极心理资本: 测量及其与心理健康的关系. 心理与行为研究, 8(1), 58–64, doi: 10.3969/j.issn.1672-0628.2010.01.011
周文霞, 谢宝国, 辛迅, 白光林, 苗仁涛. (2015). 人力资本、社会资本和心理资本影响中国员工职业成功的元分析. 心理学报, 47(2), 251–263
朱志胜, 李雅楠, 宋映泉. (2019). 寄宿教育与儿童发展——来自贫困地区137所农村寄宿制学校的经验证据. 教育研究, 40(8), 79–91
Benson, P. L. (2006). All kids are our kids: What communities must do to raise caring and responsible children and adolescents (2nd ed.). San Francisco: Jossey-Bass.
Damon, W. (2004). What is positive youth development? The Annals of the American Academy of Political and Social Science, 591(1), 13–24, doi: 10.1177/0002716203260092.
Gao, J. L., Wang, L. H., Yin, X. Q., Hsieh, H. F., Rost, D. H., Zimmerman, M. A., & Wang, J. L. (2019). The promotive effects of peer support and active coping in relation to negative life events and depression in Chinese adolescents at boarding schools. Current Psychology, (4), 1–10.
Gazelle, H., & Ladd, G. W. (2003). Anxious solitude and peer exclusion: A diathesis-stress model of internalizing trajectories in childhood. Child Development, 74(1), 257–278, doi: 10.1111/1467-8624.00534.
Hobfoll, S. E. (2001). The influence of culture, community, and the nested-self in the stress process: Advancing conservation of resources theory. Applied Psychology, 50(3), 337–421, doi: 10.1111/1464-0597.00062.
Luthans, F., & Youssef, C. M. (2004). Human, social, and now positive psychological capital management: Investing in people for competitive advantage. Organizational Dynamics, 33(2), 143–160, doi: 10.1016/j.orgdyn.2004.01.003.
Luthans, F., Avolio, B. J., Avey, J. B., & Norman, S. M. (2007). Positive psychological capital: Measurement and relationship with performance and satisfaction. Personnel Psychology, 60(3), 541–572, doi: 10.1111/j.1744-6570.2007.00083.x.
Mo, D., Yi, H. M., Zhang, L. X., Shi, Y. J., Rozelle, S., & Medina, A. (2012). Transfer paths and academic performance: The primary school merger program in China. International Journal of Educational Development, 32(3), 423–431, doi: 10.1016/j.ijedudev.2011.11.001.
Newman, A., Ucbasaran, D., Zhu, F., & Hirst, G. (2014). Psychological capital: A review and synthesis. Journal of Organizational Behavior, 35(S1), S120–S138, doi: 10.1002/job.1916.
Podsakoff, P. M., MacKenzie, S. B., Lee, J. Y., & Podsakoff, N. P. (2003). Common method biases in behavioral research: A critical review of the literature and recommended remedies. Journal of Applied Psychology, 88(5), 879–892, doi: 10.1037/0021-9010.88.5.879.
Rutter, M., & Sroufe, L. A. (2000). Developmental psychopathology: Concepts and challenges. Development and psychopathology, 12(3), 265–296, doi: 10.1017/S0954579400003023.
Schaverien, J. (2015). Boarding school syndrome: The psychological trauma of the ‘privileged’ child. London: Routledge.

[1]	ZENG Lingjuan, JIANG Lijing, PENG Ye. The Influence of Family Environment and Teacher Support on Middle School Students’ Academic Procrastination: The Chain Mediating Effect of Satisfaction of Basic Psychological Needs and Psychological Capital [J]. Studies of Psychology and Behavior, 2022, 20(4): 501-507.
[2]	DAI Binrong. The Development of the Rural Children's Social Adaptation Scale [J]. Studies of Psychology and Behavior, 2019, 17(4): 504-511.
[3]	DENG Xiaoping, LIU Siyao, ZHANG Xiangkui. Family Income and Adolescents' Social Adaptation: The Mediation Effects of Family Social Capital [J]. Studies of Psychology and Behavior, 2018, 16(6): 793-800.
[4]	ZOU Yanchun, PENG Jian, YIN Tianbin. The Effect of Team Learning Climate on Team Psychological Capital:A Social Information Processing Perspective [J]. Studies of Psychology and Behavior, 2018, 16(3): 402-407.
[5]	Wang Gang, Huang Xu, Zhang Dajun. Effects of Occupational Stress and Psychological Capital on Occupational Well-Being among Kindergarten Teachers: Effects of Coping Way and Culture [J]. Studies of Psychology and Behavior, 2017, 15(1): 83-91.
[6]	Li Li, Zheng Zhiguo, Liao Xiaoming. University Teachers' Professional Psychological Capital and Job Performance: Mediating Effect of Social Support [J]. Studies of Psychology and Behavior, 2016, 14(6): 802-810.
[7]	Xiong Meng, Ye Yiduo. The Structure, Effects and Intervention of Positive Psychological Capital [J]. Studies of Psychology and Behavior, 2016, 14(6): 842-849.
[8]	Ke Jianglin, Wu Dan, Sun Jianmin. The Impact of Psychological Capital on Job Involvement, Subjective Well-being, and Silence Behavior: Interaction Effect and Effect Comparison [J]. Studies of Psychology and Behavior, 2015, 13(6): 804-810.
[9]	Liu Jianping, Fu Dan. Relationships of Occupational Burnout and Psychological Health:the Intermediary and regulatory role of Psychological Capital Structure [J]. Studies of Psychology and Behavior, 2013, 11(6): 765-769.
[10]	Sun Ying；Zhang Hui；Cao Xiaoyan. The Development and Application of False Identification Scale Based on The Generalized Theory [J]. , 2012, 10(6): 473-479.
[11]	Zhang Kuo,Zhang Sai,Dong Yinghong. POSITIVE PSYCHOLOGICAL CAPITAL：MEASUREMENT AND RELATIONSHIP WITH MENTAL HEALTH [J]. Studies of Psychology and Behavior, 2010, 8(1): 58-64.