The Influence Of Achievement Motivation And Psychological Stress State And Their Interaction On Psychological Capital Of Left-Behind College Students

Objective:This paper analyzes the status quo of achievement motivation,Psychological stress and Psychological capital（Psy Cap）of college students with left-behind experience（LBE）and their relationship among them.To explore the influence of achievement motivation and psychological stress state and their interaction on the psychological capital of LBE college students,and to provide reference for improving the level of psychological capital of LBE college students.Methods:In this study,from September 2020 to November 2020,stratified cluster sampling method was adopted to select college students from 10 universities in various cities of Anhui Province.The achievement Motivation Scale（AMS）,psychological Stress Scale（SRQ-20）and psychological Capital Scale（PPQ）were used to conduct a questionnaire survey.Independent sample t test,ANOVA,nonparametric Mann-Whitney U test,Kruskal-Wallis（K-W）test,（？） test,Spearman rank correlation analysis and hierarchical regression model were used for interaction analysis.Results:A total of 10 240 questionnaires were collected,of which 9 940（97.1%）were valid.There are 4 829 male students（48.6%）and 5 111 female students（51.4%）in this survey.The mean age was（19.26±1.58）years.Among them,4 651（46.8%）and975（9.8%）students with left-behind experience had psychological stress;c~2 Test results showed that there were statistical differences between the LBE group and the non-LBE group in grade,family wealth level,residence,student cadre,academic performance,health status,family structure and whether psychological stress occurred（c~2 values were22.368,485.693,954.44,31.481,36.894,respectively.50.361,212.433,25.549,P<0.001）,but there was no significant difference in gender and medical professional group（P>0.05）.t test results showed that left-behind experience group（123.14±20.48）vs.non-left-behind experience group（126.63±20.87）,t=8.386,P<0.001)had lower scores in all dimensions of psychological capital.Students with left-behind experience scored lower in pursuing success（t=4.263,P<0.001）,but higher in avoiding failure（t=3.736,P<0.001）than those with non-left-behind experience.Gender（t=5.342,P<0.001）,grade（F=10.920,P<0.001）,family wealth level（F=56.961,P<0.001）,medical major（t=4.635,P<0.001）,student leader（t=9.385,P<0.001）,self-assessment of academic performance（F=134.585,P<0.001）,self-assessment of health status（F=197.68,P<0.001）and psychological stress（t=26.468,P<0.001）had significant differences in total psychological capital scores among the groups.However,there was no statistical significance among groups of different residence and family structure（P>0.05）.Students with left-behind experience have psychological stress scores,psychological capital scores（r=-0.490,P<0.01）,self-efficacy（r=-0.449,P<0.01）,optimism（r=-0.389,P<0.01）,hope（r=-0.340,P<0.01）,toughness（r=-0.462,P<0.01）,pursuit of success dimension（r=-0.290,P<0.01）,and failure avoidance（r=0.292,P<0.01）were negatively correlated.Psychological capital and its dimensions are positively correlated with the score of pursuing success and negatively correlated with the score of avoiding failure.Hierarchical regression model showed that the interaction between success pursuit and psychological stress（βpursuit of success=0.016,ΔR~2=0.010,ΔF=5.900,P<0.05）had a statistically significant effect on psychological capital,and the interaction between failure avoidance and psychological stress（βavoidance of failure=0.035,ΔR~2=0.011,ΔF=28.289,P<0.001）also had statistical significance on psychological capital.Conclusion:In this study,there are many college students with LBE,and quite a few of them have psychological stress.The scores of students with LBE psychological capital and pursuit of success were lower than those of non-LBE group,but the scores of avoiding failure were higher.Students with LBE were more prone to psychological stress.The psychological stress score of LBE group was correlated with achievement motivation,psychological capital score and scores of all dimensions.The interaction between the dimensions of achievement motivation and psychological stress has different effects on the level of psychological capital of LBE college students.The school can not only set up the positive emotional outlook of LBE students,improve the psychological stress state,enhance the sense of personal achievement motivation,and then enhance the psychological capital of LBE students,to achieve the best state of physical and mental health.