The Study On The Correlation And Intervention Between Negative Life Events,Psychological Capital And School Life Satisfaction In Junior High School Students

The purpose of the study is explored the relationship between negative life events,psychological capital and school life satisfaction of junior high school students,and explored the improvement of psychological capital group counseling to improve the level of psychological capital and school life satisfaction ofj unior high school students.The study is divided into two parts.The first part used the "Adolescent Life Events Scale","Adolescent Psychological Capital Questionnaire" and "Adolescent School Life Satisfaction Self-Assessment Questionnaire" as research tools for 1100 students from 3 schools in Liaoning and Gansu provinces.Junior high school students conducted a questionnaire survey as the main body,used SPSS software to organize the data,and performed descriptive analysis,correlation analysis and mediation effect analysis;The second part took some students from a junior high school in Jinzhou city,Liaoning province as the research object,uses the" Adolescent Psychological Capital Questionnaire" to conduct tests,sorted the measured scores,screened out the 20 students with lower scores,and asked for student consent the subjects were randomly assigned to the experimental group and the control group,and a psychological capital promotion plan was designed to conduct group counseling interventions for 10 students in the experimental group for 6 times.The control group did not perform any treatment during this period.The difference is tested to verify that the scheme can improve the psychological capital and school life satisfaction of junior high school students.This study draws the following conclusions:1.There are significant differences in grades and academic performance of junior high school students’ negative life events,and there are no differences in gender,home address,and whether they are class cadres.2.There are significant differences in junior high school students’ psychological capital in grade,academic performance,and whether they are class cadres.There is no difference in gender and home address.3.There are significant differences in school life satisfaction among junior high school students in grade,academic performance,and whether or not they are class cadres.There is no significant difference in gender and home address.4.Negative life events were significantly negatively correlated with psychological capital,negative life events were significantly negatively correlated with school life satisfaction,and psychological capital was significantly positively correlated with school life satisfaction.5.Psychological capital plays a full mediating role between negative life events of junior high school students and school life satisfaction.6.Psychological capital intervention program can effectively improve the psychological capital and school life satisfaction level of junior high school students.