Psychological Capital in Chengdu Primary School Students

Abstract

Motivated by students being too stressful in school, this study examines whether psychological capital predicts the stress level, psychological wellbeing and engagement level of students, and exhibits a mediating role for the three antecedent factors, namely school atmosphere, parental support and student relationship and support. Chengdu public primary schools’ students (n=397) completed the surveys. Use of structural equation model (SEM) tool shows supports for the concepts proposed. Furthermore, stress level is also a significant predictor of psychological wellbeing, which in turn, explains student engagements. Students’ socio-demographic profiles, represented by gender, school year, to whom the students live with, whether in rural or urban areas, and child state (one child, or having sister and brother), also play significant role in the phenomenon investigated. The findings indicate the benefit of psychological capital in an academic, primary-school context. Implications of these findings are discussed.