A Research On The Relationship Among Left_behind Middle Students’ Psychological Capital, Psychological Safety, Subjective Well-being

The concept of psychological capital first appeared in economics, investments and other foreign studies. Then it gradually developed to other research fields and extended to the domestic. Psychological capital refers to the positive state of mind in the specific individual’s process of growth and development. With the development of the society, individuals pay more and more attention to the health of physical and mental state of themselves. In the field of positive psychology, subjective well-being also received the attention of many scholars. And it is regarded as one of the indicators to measure individual quality of life. At present, our country’s GDP continue to rise, but the national happiness index has not been sustained growth, and different ages have differences in individual happiness. Especially the whole adolescent and left-behind students’ psychological health level is relatively low. So they are the attention of society and education. In the absence of the parents as the guardian of the cases, this part of the left-behind middle and high school students’ lack of psychological security or not will also be included in the research is one of the focus. Psychological security refers to the individuals’ prediction and perception of psychological crisis may cause from themselves(mental and physical), other individual, society, etc. And it also refers to the individuals’ certainty in control when dealing with the crisis.Therefore, this study decided to choose left-behind middle and high school students as the research object by convenience sampling methods. The sample of 288 left-behind middle and high school students were investigated by Left-behind Children’s Psychological Capital Scale, Security Scale and Adolescent Subjective Well-being Scale to study their basic situation of psychological capital, psychological sense of security and subjective well-being, and to explore the relationship between the three. The results show that:(1) In gratitude and self-confidence of psychological capital, there are significant gender differences in left-behind middle and high school students. In independence, gratitude and goodwill of psychological capital, there are significant grade differences in left-behind middle and high school students. In independence, self-confidence, optimism and the aggregate score of psychological capital, there are significant differences on the time of left-behind experience in left-behind middle and high school students.(2) In interpersonal safety, there are significant differences in the cultural level of their parents in left-behind middle and high school students. And the score of psychological security on its father’s cultural level exists significant differences.(3) On the satisfaction of schoolwork in subjective well-being, there are significant gender differences in left-behind middle and high school students, and girls is significantly higher than boys on the score of schoolwork’s satisfaction.(4) The left-behind middle and high school students have significant grade differences in subjective well-being, and the score of students in grade 11 is slightly higher than the other grade students.(5) On the satisfaction of school in subjective well-being, there are remarkable differences on the time of left-behind experience in left-behind middle and high school students. The students who have 6-10 years experience of staying is higher than other students who have different left-behind duration in the score of school satisfaction.(6) On the satisfaction of school and schoolwork in subjective well-being, there are remarkable differences in father’s cultural level in left-behind middle and high school students.(7) On the satisfaction of liberty in subjective well-being, there are remarkable differences in mother’s cultural level in left-behind middle and high school students. College degree or above for the mother cultural level of the students, their score of satisfaction of school and schoolwork is significantly higher than the students that their mother who has cultural level of secondary and primary school.(8) Left-behind middle and high school students’ psychological capital and subjective well-being has significant positive correlation, and psychological capital has significant regression effect on subjective well-being.(9) Goodwill has significantly negative correlation with interpersonal safety and total score in left-behind middle and high school students; Self-confidence of psychological capital has significantly positive correlation with interpersonal safety of psychological safety and total score in left-behind middle and high school students, and middle school students’ goodwill and self-confidence of psychological capital have a very significant regression effect on the interpersonal safety.(10) The psychological safety has significant negative correlation with subjective well-being in left-behind middle and high school students. And their psychological safety has significant regression effect on subjective well-being.(11) Psychological Safety is a partial mediator between psychological capital and subjective well-being in left-behind middle and high school students. It suggests that the psychological capital can indirectly through psychological safety influence subjective well-being in left-behind middle and high school students.