Study on the Relationship between Psychological Capital, Self-management and Employment Anxiety
Journal: Region - Educational Research and Reviews DOI: 10.32629/rerr.v6i8.2517
Abstract
Based on the theory of resource preservation, we explore the relationship between psychological capital, self-management and employment anxiety of college students, and investigate the intermediary role of self-management between psychological capital and employment anxiety. With 500 college students from a normal university, the positive psychological capital questionnaire, college students' self-management questionnaire and employment anxiety scale were used for measurement and analysis. Related analysis results show that the college students' psychological capital and employment anxiety and employment anxiety's dimensions, including competition pressure, social support, self-confidence, and employment prospects significant negative correlation, significant positive correlation with self management, self-management and employment anxiety and employment competition pressure, lack of social support, lack of self-confidence, employment prospects concerns dimension is significant negative correlation. Mediation analysis shows that self-management plays a partial mediating role between psychological capital and employment anxiety after controlling for gender and origin. Psychological capital not only directly affects employment anxiety, but also indirectly affects individual employment anxiety by improving the level of self-management.
Keywords
college students, psychological capital, self-management, employment anxiety
Full Text
PDF - Viewed/Downloaded: 2 TimesReferences
[1] Shu Xiaoli, Ye Maolin, Wu Jingshan, et al. Career resilience and career anxiety: the cognitive processing effects of attention bias and attribution [J]. Psychological Science. 2021; 44(5): 1193-1200.
[2] Zhang Yuzhu, Chen Zhongyong. An experimental study on psychological education of college graduates [J]. Psychological Development and Education. 2006; 22(3): 99-102.
[3] HobfollSE.Social and psychological resources and adaptation[J]. Review of General Psychology. 2002; 6(4): 307-324.
[4] Brummelhuis L, Bakker A B. Are source perspective on the work-home interface: The work-home resources model[J]. American Psychologist. 2012; 67(7): 545-556.
[5] Zhang Guoli, Wu Yamin, He Peiyu. Preliminary preparation of the self-management questionnaire for college students [J]. Chinese Journal of Clinical Psychology. 2009; 17(3): 312-314.
[6] Zhang Kuo, Zhang Sai, Dong Yinghong. Positive psychological capital: measurement and its relationship with mental health [J]. Psychological and Behavioural Research. 2010; 8(1): 58-64.
[7] Matthews G, Zeidner M, Roberts R D. Models of personality and affect for education: A review and synthesis[J]. Handbook of Educational Psychology. 2006; (2): 163-186.
[8] Fredrickson B L. The role of positive emotions in positive psy-chology: The broaden-and-build theory of positive emotions[J]. American Psychologist. 2004; 359(1449): 1367-1377.
[9] Luthans F, Luthans K W, Luthans B C, et. al. Positive psychological capital: Beyond human and social capital[J]. Business Horizons. 2004; 47(1): 45-50.
[2] Zhang Yuzhu, Chen Zhongyong. An experimental study on psychological education of college graduates [J]. Psychological Development and Education. 2006; 22(3): 99-102.
[3] HobfollSE.Social and psychological resources and adaptation[J]. Review of General Psychology. 2002; 6(4): 307-324.
[4] Brummelhuis L, Bakker A B. Are source perspective on the work-home interface: The work-home resources model[J]. American Psychologist. 2012; 67(7): 545-556.
[5] Zhang Guoli, Wu Yamin, He Peiyu. Preliminary preparation of the self-management questionnaire for college students [J]. Chinese Journal of Clinical Psychology. 2009; 17(3): 312-314.
[6] Zhang Kuo, Zhang Sai, Dong Yinghong. Positive psychological capital: measurement and its relationship with mental health [J]. Psychological and Behavioural Research. 2010; 8(1): 58-64.
[7] Matthews G, Zeidner M, Roberts R D. Models of personality and affect for education: A review and synthesis[J]. Handbook of Educational Psychology. 2006; (2): 163-186.
[8] Fredrickson B L. The role of positive emotions in positive psy-chology: The broaden-and-build theory of positive emotions[J]. American Psychologist. 2004; 359(1449): 1367-1377.
[9] Luthans F, Luthans K W, Luthans B C, et. al. Positive psychological capital: Beyond human and social capital[J]. Business Horizons. 2004; 47(1): 45-50.
Copyright © 2024 Yingfei Kang
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License