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少数民族地区中学生积极心理资本的现状调查——以阿坝州某两所中学为例

An Investigation on the Current Situation of Positive Psychological Capital of Middle School Students in Ethnic Minority Regions: A Case Study of Two Middle Schools in Aba Sichuan

Psychology of China / 2023,5(3): 307-313 / 2023-04-17 468 549

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• Authors: 吴柳蒨 宋思佳
• Information:

  西南民族大学教育学与心理学学院，成都

• Keywords:
  Ethnic minority regions; Middle school students; Positive psychological capital
  少数民族地区; 中学生; 积极心理资本
• Abstract: Objective: To understand the current situation of psychological capital in ethnic minority areas. Methods: In June 2022, 830 middle school students from two complete middle schools in Aba Prefecture, Sichuan Province were investigated using the Positive Psychological Capital Questionnaire (PPQ). Results: (1) The overall level of positive psychological capital of middle school students in ethnic minority areas is moderate; (2) In general, there is no significant difference in age, registered residence and nationality; (3) The significant differences in gender are mainly reflected in the dimensions of self-efficacy and resilience, in which boys are higher than girls The significant difference in grade is mainly reflected in the hope dimension, which is higher in senior two than in junior two. Conclusion: Demographic factors, including gender and grade, can lead to differences in the psychological capital status of middle school students in ethnic minority areas, while other variables have no significant impact. Therefore, the above factors should be comprehensively considered in cultivating and promoting the psychological capital of middle school students in ethnic minority areas. 目的：了解某少数民族地区心理资本的现状。方法：2022年6月，采用积极心理资本问卷（PPQ）对四川省阿坝州某两所中学830名中学生开展调查。结果：（1）少数民族地区中学生的积极心理资本水平整体处于中等；（2）总体在年龄、户籍所在地、民族上差异不显著；（3）在性别上存在显著差异，主要体现在自我效能、韧性维度上，男生高于女生；（4）在年级上存在显著差异，主要体现在希望维度上高二年级高于初二年级。结论：人口学因素包括性别、年级会导致少数民族地区中学生心理资本现状的差异，其余变量影响不显著，因此，培养和提升少数民族地区中学生心理资本应该综合考虑上述因素。
• DOI: https://doi.org/10.35534/pc.0503037
• Cite: 吴柳蒨，宋思佳．少数民族地区中学生积极心理资本的现状调查——以阿坝州某两所中学为例［J］．中国心理学前沿，2023，5（3）：307-313．