大学生心理资本与心理健康的相关性研究
|
摘要
自2004年Luthans和Youssef等人提出了积极心理资本(简称心理资本)概念以来,心理学、教育学及管理研究者开始关注个体的正向情绪和正向特质,其中包括爱、乐观、希望、快乐、韧性、心流、幸福感等重要概念。心理资本也日益受到心理健康研究者的关注与重视。
所谓心理资本,就是个体一般积极性的核心心理要素(Luthans F, Avolio B.J, Walumbwa F.O, and Li W,2005),包括个体心理与行为的积极性及个人优势、符合组织环境要求的心理状态、良好的自我认知与评价以及可以通过投资与开发来获取四个方面。心理资本包括四个维度：自我效能、韧性、希望与乐观。
本研究在对心理资本与心理健康的相关概念、理论及其国内外研究现状述评的基础上,进行了两个问题的研究：首先,对心理资本问卷进行信度与效度检验；其次,采用心理资本问卷和心理症状自评量表(SCL-90),对689名大学生进行了调查研究。
本研究主要探讨了以下三个问题：(1)大学生心理资本在人口统计学变量上的差异,(2)大学生心理健康状况在人口统计学变量上的差异,(3)大学生心理资本与心理健康状况的关系。研究证实了提出的研究假设,获得的主要结论如下：
1.本研究中的心理资本问卷包括四个维度：自我效能、韧性、希望与乐观。量表具有良好的信效度。
2.大学生心理资本整体均值为5.169,各因子平均得分均在量表的中点值3.5以上,处于中上水平。因子得分最高的是希望(5.549),得分最低的是韧性(4.670),即大学生的希望最好,自我效能最低。从性别因素上看,男生的自我效能感与韧性水平高于女生,显示出明显的性别特征。从学科因素上看,文科与理工科在乐观因子上存在显著差异,文科大学生比理工科乐观。从年级因素上看,不同年级大学生在心理资本总体、韧性和希望差异极其显著,而在自我效能和乐观上无显著差异。在心理资本总分上,大一学生得分明显比大四学生高,而与大二、大三无显著差异,这反映出大四学生心理资本水平明显低于其他年级。在韧性维度上,大一学生得分明显比大三、大四学生高。在希望维度上,大一学生得分明显比大二、大四学生高。三年级大学生乐观水平最高,二年级乐观水平最低,两者之间差异显著。在自我效能感因子上一、二年级间差异显著,前者比后者自信。从生源地的因素上看,在自我效能维度上非农村大学生优于农村。而是否独生子女、家庭收入、家庭类型、父母亲职业大学生在心理资本总体与各因素项上均无显著差异。
3.被调查大学生的心理健康的总体均分、各因子均分均高于全国常模,表明其心理健康水平低于全国水平。从性别因素上看,男生的心理健康总体水平明显高于女生,因子分只在偏执、精神病性与敌对三项无显著差异。从年级因素上看,年级之间的心理健康水平存在着显著的差异,因素项只有恐怖差异不显著。其中大一学生心理健康水平最高,大二最低,由好到差依次为：大一、大四、大三、大二。民族、子女数、学科、父母月收入、单双亲、父母亲职业上无显著差异。
4.大学生心理资本与总体心理健康呈极显著相关,心理资本水平较高的大学生,心理健康状况较为良好。大学生心理资本对心理健康具有一定的预测作用,不过,预测力并不很强,心理资本只能解释总体心理健康较少的主差变异(16.4%)。韧性与乐观与心理健康的关系更为密切。
论文最后从积极心理学的角度提出了如何通过开发与培育大学生的心理资本来促进心理健康的学校建议与个人建议。
Since Luthans and Youssef had proposed the concept of positive psychological capital (short for psychological capital) in 2004, psychology, education and management researchers began to pay attention to the positive emotions and traits of individual, including love, optimism, hope, happiness, resilience, flow, the sense of happiness, and other important concepts. Psychological capital increasingly arouses the attention of psychological health researchers.
Psychological capital, is the core mental element of general initiative for individuals (Luthans F, Avolio B.J, Walumbwa F.O, and Li W,2005), including the following four aspects, the initiative of individual psychology and behavior and personal advantage, the psychological state meet requirements of organizational environment, a good self-awareness and evaluation and the acquisition through investment and development. Four dimensions are included psychological capital:self-efficacy, resilience, hope and optimism.
This research, based on the related concepts, theories and the current research situation of psychological capital and psychological health, conducted a study on two problems:firstly, the reliability and validity of psychological capital questionnaire was tested; secondly,689 college students was investigated by using psychological capital questionnaires and psychological symptom check list (SCL-90).
This study focused on the following three questions:(1) the differences of psychological capital in demographic variables, (2) the differences of psychological health in demographic variables, (3) the relationship between psychological capital and psychological health status. The proposed hypothesis is confirmed in this research and the main conclusions are as follows:
1. The questionnaire of psychological capital in this research includes four dimensions: self-efficacy, resilience, hope and optimism. The scale has good reliability and validity.
2. The overall mean of psychological capital was 5.169; the mean scores of each factor were above 3.5, the midpoint value of the scale, in the middle or upper levels. The factor of hope got the highest score (5.549), and the factor of resilience got the lowest score (4.670), that is to say hope is the best and self-efficacy is the worst for university students. From gender perspective, levels of self-efficacy and resilience of male students were higher than females, significantly characterized by gender. From discipline perspective, significance was showed in the factor of optimism between liberal arts students and science and engineering students, liberal arts students were more optimistic than science and engineering. From grade perspective, students in different grades showed significance in overall psychological capital, resilience and hope, while in self-efficacy and optimism factors there was no significant difference. On the total score of psychological capital, freshman students scored significantly higher than the senior; while compared with the sophomore, junior, no significant difference existed, which reflecting the psychological capital level of senior students was significantly lower than other grades. On the dimension of resilience, freshman scored significantly higher than the junior and senior. On the hope dimension, freshmen scored significantly higher than sophomores, seniors. The juniors were the highest in optimistic level while the sophomores were the lowest; which showed a significant difference between the two. The factor of self-efficacy in the junior and senior had a significant difference, the former are more confident than the latter. From area perspective, students from non-rural areas were better than from rural on the dimension of self-efficacy.There were no significant differences in the overall psychological capital and factors in the items of whether the only child or not, family income, family type, or parental occupation.
3. College students investigated in this research scored higher than the national norm in the overall psychological capital mean of and means of each factor, indicating their psychological health status is lower than the national average level. From gender perspective, the general level of psychological health status of male was significantly higher than female; while no significant difference showed in the factor scores of paranoid, psychosis and hostility item. From grade perspective, among different grade, level of psychological health existed significant differences, while only the factor of terror items was not significant. In which the highest level of psychological health was freshman, and sophomore the lowest. From good to bad status respectively:freshman, senior, junior, and sophomore. On nationality, number of children, discipline, parental income, single parents, and parental occupation items, there was no significant difference.
4. The study showed a highly significant negative correlation between psychological capital and general psychological health, students with higher levels of psychological capital, have a better psychological health status. Psychological capital plays a certain but not very strong role in predicting psychological health; psychological capital can only explain few variance and variation (16.4%) of overall psychological health. Resilience and optimism has a more closely relationship psychological health.
Finally, from the perspective of positive psychology, the paper put forward suggestions from both school and individual levels on how to promote psychological health of college students by develop and nurture their psychological capital,
所谓心理资本,就是个体一般积极性的核心心理要素(Luthans F, Avolio B.J, Walumbwa F.O, and Li W,2005),包括个体心理与行为的积极性及个人优势、符合组织环境要求的心理状态、良好的自我认知与评价以及可以通过投资与开发来获取四个方面。心理资本包括四个维度：自我效能、韧性、希望与乐观。
本研究在对心理资本与心理健康的相关概念、理论及其国内外研究现状述评的基础上,进行了两个问题的研究：首先,对心理资本问卷进行信度与效度检验；其次,采用心理资本问卷和心理症状自评量表(SCL-90),对689名大学生进行了调查研究。
本研究主要探讨了以下三个问题：(1)大学生心理资本在人口统计学变量上的差异,(2)大学生心理健康状况在人口统计学变量上的差异,(3)大学生心理资本与心理健康状况的关系。研究证实了提出的研究假设,获得的主要结论如下：
1.本研究中的心理资本问卷包括四个维度：自我效能、韧性、希望与乐观。量表具有良好的信效度。
2.大学生心理资本整体均值为5.169,各因子平均得分均在量表的中点值3.5以上,处于中上水平。因子得分最高的是希望(5.549),得分最低的是韧性(4.670),即大学生的希望最好,自我效能最低。从性别因素上看,男生的自我效能感与韧性水平高于女生,显示出明显的性别特征。从学科因素上看,文科与理工科在乐观因子上存在显著差异,文科大学生比理工科乐观。从年级因素上看,不同年级大学生在心理资本总体、韧性和希望差异极其显著,而在自我效能和乐观上无显著差异。在心理资本总分上,大一学生得分明显比大四学生高,而与大二、大三无显著差异,这反映出大四学生心理资本水平明显低于其他年级。在韧性维度上,大一学生得分明显比大三、大四学生高。在希望维度上,大一学生得分明显比大二、大四学生高。三年级大学生乐观水平最高,二年级乐观水平最低,两者之间差异显著。在自我效能感因子上一、二年级间差异显著,前者比后者自信。从生源地的因素上看,在自我效能维度上非农村大学生优于农村。而是否独生子女、家庭收入、家庭类型、父母亲职业大学生在心理资本总体与各因素项上均无显著差异。
3.被调查大学生的心理健康的总体均分、各因子均分均高于全国常模,表明其心理健康水平低于全国水平。从性别因素上看,男生的心理健康总体水平明显高于女生,因子分只在偏执、精神病性与敌对三项无显著差异。从年级因素上看,年级之间的心理健康水平存在着显著的差异,因素项只有恐怖差异不显著。其中大一学生心理健康水平最高,大二最低,由好到差依次为：大一、大四、大三、大二。民族、子女数、学科、父母月收入、单双亲、父母亲职业上无显著差异。
4.大学生心理资本与总体心理健康呈极显著相关,心理资本水平较高的大学生,心理健康状况较为良好。大学生心理资本对心理健康具有一定的预测作用,不过,预测力并不很强,心理资本只能解释总体心理健康较少的主差变异(16.4%)。韧性与乐观与心理健康的关系更为密切。
论文最后从积极心理学的角度提出了如何通过开发与培育大学生的心理资本来促进心理健康的学校建议与个人建议。
Since Luthans and Youssef had proposed the concept of positive psychological capital (short for psychological capital) in 2004, psychology, education and management researchers began to pay attention to the positive emotions and traits of individual, including love, optimism, hope, happiness, resilience, flow, the sense of happiness, and other important concepts. Psychological capital increasingly arouses the attention of psychological health researchers.
Psychological capital, is the core mental element of general initiative for individuals (Luthans F, Avolio B.J, Walumbwa F.O, and Li W,2005), including the following four aspects, the initiative of individual psychology and behavior and personal advantage, the psychological state meet requirements of organizational environment, a good self-awareness and evaluation and the acquisition through investment and development. Four dimensions are included psychological capital:self-efficacy, resilience, hope and optimism.
This research, based on the related concepts, theories and the current research situation of psychological capital and psychological health, conducted a study on two problems:firstly, the reliability and validity of psychological capital questionnaire was tested; secondly,689 college students was investigated by using psychological capital questionnaires and psychological symptom check list (SCL-90).
This study focused on the following three questions:(1) the differences of psychological capital in demographic variables, (2) the differences of psychological health in demographic variables, (3) the relationship between psychological capital and psychological health status. The proposed hypothesis is confirmed in this research and the main conclusions are as follows:
1. The questionnaire of psychological capital in this research includes four dimensions: self-efficacy, resilience, hope and optimism. The scale has good reliability and validity.
2. The overall mean of psychological capital was 5.169; the mean scores of each factor were above 3.5, the midpoint value of the scale, in the middle or upper levels. The factor of hope got the highest score (5.549), and the factor of resilience got the lowest score (4.670), that is to say hope is the best and self-efficacy is the worst for university students. From gender perspective, levels of self-efficacy and resilience of male students were higher than females, significantly characterized by gender. From discipline perspective, significance was showed in the factor of optimism between liberal arts students and science and engineering students, liberal arts students were more optimistic than science and engineering. From grade perspective, students in different grades showed significance in overall psychological capital, resilience and hope, while in self-efficacy and optimism factors there was no significant difference. On the total score of psychological capital, freshman students scored significantly higher than the senior; while compared with the sophomore, junior, no significant difference existed, which reflecting the psychological capital level of senior students was significantly lower than other grades. On the dimension of resilience, freshman scored significantly higher than the junior and senior. On the hope dimension, freshmen scored significantly higher than sophomores, seniors. The juniors were the highest in optimistic level while the sophomores were the lowest; which showed a significant difference between the two. The factor of self-efficacy in the junior and senior had a significant difference, the former are more confident than the latter. From area perspective, students from non-rural areas were better than from rural on the dimension of self-efficacy.There were no significant differences in the overall psychological capital and factors in the items of whether the only child or not, family income, family type, or parental occupation.
3. College students investigated in this research scored higher than the national norm in the overall psychological capital mean of and means of each factor, indicating their psychological health status is lower than the national average level. From gender perspective, the general level of psychological health status of male was significantly higher than female; while no significant difference showed in the factor scores of paranoid, psychosis and hostility item. From grade perspective, among different grade, level of psychological health existed significant differences, while only the factor of terror items was not significant. In which the highest level of psychological health was freshman, and sophomore the lowest. From good to bad status respectively:freshman, senior, junior, and sophomore. On nationality, number of children, discipline, parental income, single parents, and parental occupation items, there was no significant difference.
4. The study showed a highly significant negative correlation between psychological capital and general psychological health, students with higher levels of psychological capital, have a better psychological health status. Psychological capital plays a certain but not very strong role in predicting psychological health; psychological capital can only explain few variance and variation (16.4%) of overall psychological health. Resilience and optimism has a more closely relationship psychological health.
Finally, from the perspective of positive psychology, the paper put forward suggestions from both school and individual levels on how to promote psychological health of college students by develop and nurture their psychological capital,
引文
[1]黄俊杰.积极正向的力量—谈正向心理学在教育上的启示[J].师说,2008,203(3)：14-18.
[2]刘静文(2008).正向心理学的观点及其对教育的启示[J].师说,2008,203(3)：9-13.
[3]格兰诺维特.弱关系的力量[J].国外社会学,1998,(2)：39-49.
[4]边燕杰.城市居民社会资本的来源及作用：网络观点与调查发现[J].中国社会科学,2004,14(3)：139.
[5]Goldsmith A H. The impact of psychological and human capital on wages[J].Economic Inquiry,1997,35:815-829.
[6]Luthans F, Avolio B J, Walumbwa F O, and Li W. The psychological capital of Chinese workers Exploring the relationship with performance [J].Management and Organization Review, 2005,1:247-269.
[7]牛黎.国有企业员工心理资本影响因素及其关系的研究—以兰州市为例[D].兰州：西北师范大学,2009.
[8]Hosen, R., Solovey-Hosen, Dand., Stern, L.Education and capital development:Capital as durable personal, social, economic and political influences on the happiness of individuals[J].Education,2003,123(3):496-513.
[9]Larson M, Luthans F.Potential added value of psychological capital in predicting work attitudes [J] Journal of Leadership & Organizational Studies,2006,13:45-62.
[10]Jensen S M, Luthans F.Relationship between entrepreneurs'psychological capital and their authentic leadership[J] Journal of Management Issues,2006,18:254-273.
[11]Luthans F, Youssef C M, Avolio B J.Psychological capital:Developing the human competitive edge[M].Oxford, UK:Oxford University Press,2007.
[12]Letcher L., and Niehoff B.Psyehological capital and wages:A behavioral economic approach[R].Paper submitted to be considered for Presentation at the Midwest Aeademy of Management, Minneapolis, MN,2004.
[13]Cole K.W llbeing, Psychological capital, and unemployment:An integrated theory.Paper presented at the joint annual conference of the International Assoeiation for Research in Eeonomie Psychology(IAREP) and the Soeiety for the Advancement of Behavioral Eeonomies(SABE), Paris, Franee,2006.
[14]Bandua A. Self—efficacy:The Exercilse of Control[M]. New York:New York Freeman, 1997:3-51.
[15]周文霞,郭桂萍.自我效能感：概念、理论和应用[J].中国人民大学学报,2006,(1)：91-97.
[16]周文霞,郭桂萍.自我效能感：概念、理论和应用[J].中国人民大学学报,2006,(1)： 91-97.
[17]Bandura, A.Self-efficacy mechanism in human Agency[J].American psychologist,1982, 37:122-147.
[18]Bandura, A.Social foundations of thought and action:A social cognitive theory, Englewood Cliffs[M].NJ:Prentice-Hall, Inc.1986.
[19]Newman, R.APA's Resilience Initiative[J]. Professional Psychology:Research & Practive, 2005,30(3):227-229.
[20]于肖楠、张建新.韧性(resilience)—在压力下复原和成长的机制[J].心理科学进展,2005,13(5)：658-665.
[21]萧文.灾变事件前的前置因素对心理复健的影响—复原力的探讨与建构[J].测验与辅导,1999,56：3249-3253.
[22]吴丽琴.性侵害受害者之复原力探讨与建构[J].(台湾)辅导季刊,2003,39(1)：57-63.
[23]Scheier, M.,& Carver, C.Dispositional optimism and physical well-being:The influence of generalized outcome expectancies on health. Journal of Personality,1987,55:169-210.
[24]Snyder, C.R. Hope theory:Rainbows in the mind[J]. Journal of Psychological inquiry,2002, (13):249-275.
[25]陈燕飞,苗元江,王青华.积极心理学视野下的希望研究[J].赣南师范学院学报,2010(2)：95-99.
[26]Snyder, C.R.Hope theory:Rainbows in the mind[J]. Journal of Psychological Inquiry,2002, (13):249-275.
[27]赖英娟,巫博瀚.希望理论的概念分析与理论应用[J].研习资讯,1998,25(4)：71-78.
[28]朱敬先.健康心理学[M].台北：五南图书出版有限公司,1992：75-78.
[29]Robecca J.Donatelle,著,江丽玉等译.健康促进(第二部)[M].香港：华腾文化股份有限公司,2004.
[30]卢雅萍.高雄市国小级任教师运动参与行为、工作压力与身心健康之研究[D].高雄：高雄师范大学,2006.
[31]Rogers, A.and Pilgrim, D.A Sociology of Mental Health and Illness (3rd Edition) [M].Maidenhead:Open University Press,2005.
[32](英)皮格瑞姆著,张庆伟等译.心理健康关键概念手册[M].高等教育出版社,2006,2.
[33]马建青.心理卫生学[M].浙江大学出版社,1990,44.
[34]Ryff, C.D. Happiness is everything, or is it? Exploration on themeaning of psychological well-being[J]. Journal of Personality and Social Psychology,1989,57:1069-1081.
[35]姜丽萍.上海市女大学生生活方式与心理健康的相关研究[D].上海：华东师范大学,2006.
[36]林剑鸣,宫育卓.广州地区大学生心理健康状况调查的统计研究[J].数理医药学杂志, 2008,21(5)：577-580.
[37]吴善玉,全贞玉.大学生心理健康状况调查研究[J].现代预防医学,2010,37(3)：505-506.
[38]钟文娟,黄万琪,张银友,等.学生心理障碍影响因素的Logistic回归分析[J].中国妇幼保健,2004,19(10)：110-111.
[39]樊为.大学生心理健康之家庭影响因素研究[D].成都：四川师范大学,2009.
[40]李敏,于威.2000名大学生心理健康调查[J].保健医学研究与实践,2009,6(1)：31-32.
[41]胡春红.不同贫困程度大学生心理健康状况的方差分析[J].中国健康心理学杂志,2010,18(3)：333-334.
[42]马先明.大学生乐观与应对方式、健康的关系研究[D].苏州：苏州大学,2008.
[43]杨彩霞.大学生复原力与压力事件、心理健康的关系研究[D].石家庄：河北师范大学,2007.
[44]王炳芳.大学生社会认知与心理健康相关研究[D].郑州：郑州大学,2005.
[45]孙淑娟.大学生人生价值观与心理健康的关系研究[D].南昌：南昌大学,2007.
[46]Luthans, F, Youssef, C M, and Avolio, B J. Psychological Capital:Developing The Human Competitive Edge [M].Oxford, UK:Oxford University Press,2007.
[47]丁凤琴.心理资本与主观幸福感的关系探讨[J].宁波大学学报(教育科学版),2010,32(1)：64-69.
[48]杨锐.本土心理资本对职业生涯发展影响的实证研究[J].商场现代化,2009,582(7下旬刊)：98-102.
[49]许淑穗,生涯自我效能、个人变项、与环境因素对大学生生涯选择的影响—生涯选择之路径分析[D].彰化：彰化师范大学,1998.
[50]Betz, N.E.,& Hackeet, G.The relationship of career related self-efficacy expectations to perceived career options in college women and men[J] Journal of Counseling Psychology,1981 (28):399-410.
[51]Luzzo, D.A. Exploring the relationship between the perception of occupational barriers and career development[J]. Journal of career Development,1996,22 (4):218-248.
[52]Taylor KM, Betz N E. Applications of self-efficacy theory to the understanding and treatment of career indecision[J] Journal of Vocational Behavior,1983, (22):63-281.
[53]Betz N E, Taylor K M. Manual for Career Decision Making Self-Efficacy Scale[J].Columbus,1994, (42):23.
[54]付立菲,张阔.大学生积极心理资本与学习倦怠状况的关系[J].中国健康心理学杂志,2010,18(11)：1356-1358.
[55]Luthans F, Youssef C.M, Avolio B.J. Psychological capital:Developing the human competitive edge[M].Oxford, UK:Oxford University Press,2007.
[56]Werner EE.High-risk children in young adulthood:A longitudinal study from birth to 32 years[J].Am J Orthopsychiatry,1989,59:72-81.
[57]葛广昱,余嘉元,安敏,何婷婷,李金德.中学生心理韧性与学业水平的关系研究[J].赣南师范学院学报,2010,1(1)：114-118.
[58]黄丽,杨廷忠,季忠民.正性负性情绪量表的中国人群适用性研究[J].中国心理卫生杂志,2003,17(1)：53-56.
[59]赵晶、罗峥、王雪,大学毕业生的心理弹性、积极情绪与心理健康的关系[J],中国健康心理学杂志,2010,(9)：1078-1080.
[60]Snyder C R, Mc Dermott D, Cook W, Rapoff M. Hope for the Journey:Helping Children through Good Timesand Bad[M].New York:Westview/Basic Books,1997,322-331.
[61]Snyder, C.R., Lopez, S.J., Shorey, H.S., Rand, K.K.,& Feldman, D.B.Hope theory, measurements, and applications to school psychology[J]. School Psychology Quarterly,2003, 18(2):122-139.
[62]Snyder, C.R., Cheavens, J.,& Michael, S.T.Hoping.In C.R.Snyder(Ed.), Coping:The psychology of what works [M]. New York, NY:Oxford University Press,1999:205-231.
[63]袁莉敏,张日昇,赵会春,柳恒超.大学生乐观与心理幸福感的关系[J].中国临床心理学杂志,2006,14(6)：644-645.
[64]Seligman, M.E.P.Positive Psychology, Positive Prevention, and Positive Therapy.In Handbook of Positive Psychology [M].NY:Oxford.2002:3-12.
[65]刘志军,钟毅平.习得无助感理论发展研究的简评[J].心理科学,2003,26(2)：374-375.
[66]P.Alex Linley and Stephen Joseph.Positive Psychology in Practice[M].United States of America,2004.
[67]刘志军.初中生乐观主义与其学业成绩的关系及中介效应分析[J].心理发展与教育,2007,(3)：73-78.
[68]黄德详,谢龙卿,薛秀宜,洪佩圆.国小、国中与高中学生希望、乐观与学业成就之相关研究[J].台湾彰化师大教育学报,2003,(5)：33-61.
[69]Curry, L.A.,& Snyder, C.R. Hope takes the filed:Mind matters in athletic performances. In C.R.Snyder (Ed.), Handbook of hope:Theory, measures, and applications[M].San Diego, CA:Academic Press,2000:243-260.
[70]Snyder C R, Mc Dermott D, Cook W, Rapoff M. Hope for the Journey:Helping Children through Good Timesand Bad[M].New York:Westview/Basic Books,1997:322-331.
[71]Snyder, C.R., Lopez, S.J., Shorey, H.S., Rand, K.K.,& Feldman, D.B.Hope theory, measurements, and applications to school psychology[J]. School Psychology Quarterly,2003, 18(2):122-139.
[72]Snyder, C.R., Cheavens, J.,& Michael, S.T.Hoping.In C.R.Snyder(Ed.), Coping:The psychology of what works [M].New York, NY:Oxford University Press,1999:205-231.
[73]杨智先.教师社群互动、工作希望感受与创新性转化之关系：量化模式建构与典范案例分析[D].台北：政治大学,2007.
[74]白晶,张西超.通信运营企业员工心理资本与身心健康关系的研究[A].见：第十二届全国心理学学术大会论文摘要集[C].济南：山东师范大学出版社,2009：10-12.
[75]潘清泉、周宗奎.贫困大学生心理资本、应对方式与心理健康的关系[J].中国健康心理学杂志,2009,17(7)：844-846.
[76]陈桂兰.贫困生心理资本与心理健康的关系研究[J].学校党建与思想教育,2009,329(10)：82-83.
[77]张阔,张赛,董颖红.积极心理资本：测量及其与心理健康的关系[J].心理与行为研究,2010,8(1)：58-64.
[78]竺丽芳.大学生心理健康与人格特质、心理资本的关系研究[D].天津：天津师范大学,2009.
[79]Jerusalem M, Mittag W. Self-efficacy in stressful life transitions.In A.Bandura(Ed.)Self-efficacy changing societies[M].Cambridge University Press,1995:177-201.
[80]曹荣侠.大学生一般自我效能感及其与应对方式、心理健康关系的研究[D].郑州：河南大学,2004.
[81]梁宇颂.大学生学业自我效能感与心理健康的相关性研究[J].中国临床康复,2004,8(24)：4962-4963.
[82]吴旻烨,殳德明,孙月,刘志青.初中学生一般自我效能感及与心理健康的相关性研究[J].中国科教创新导刊,2009,(15)：218-219.
[83]王洪礼,胡寒春.贵州省高师本科大学生学业自我效能感与心理健康水平的研究[J].心理科学,2005,28(3)：675-677.
[84]廖美玲.七年制临床专业学生自我效能感与心理健康的相关研究[J].福建医科大学学报,2006,7(2)：48-50.
[85]葛明贵,余益兵,邢彩霞.大学生一般自我效能感、学习厌倦感与抑郁的关系[J].重庆师范大学学报(自然科学版),2006,23(1)：90-92.
[86]王丽敏,姚桂英,等.自我效能感在大学生客观社会支持与抑郁的调节作用[J].中国行为医学科学,2008,17(3)：258-259.
[87]马伟娜,徐华.中学生生活事件、自我效能与焦虑抑郁情绪的关系[J].中国临床心理学杂志,2006,14：303-305.
[88]葛明贵.大学生一般自我效能感、学习厌倦感与抑郁的关系[J].重庆师范大学学报,2006,23(1)：190-92.
[89]温娟娟,郑雪,张灵.国外乐观研究述评[J].心理科学进展,2007,15(1)：129-133.
[90](美国)Alan Carr著,郑雪等译校.积极心理学[M].北京：中国轻工业出版社,2008,89-92.
[91]徐远超,吴大兴,龚勋.大学生的乐观倾向与生活满意度、焦虑、抑郁的关系[J].当代教育理论与实践,2009,1(6)：155-157.
[92]Lazarus A A. Toward delineating some causes of change in psychotherapy [J].Professional Psychology,1980,11:863-870.
[93]Yoshinobu L GThe will and the ways:Development and validation of an individual differences measure of hope [J]. Journal of Personality and Social Psychology,1991,60:570-585.
[94]Snyder C R.The psychology of hope:you can get there from [M].New York:Free Press,1994.
[95]Snyder C R, McDermott, Diane et al.A Hope for the journey:Helping children through good times and bad[M].Bould, CO, USA:Westview Press,1997.
[96]Snyder, C.R., Feldman, D.B., Taylor, J.D., Schroeder, L.L.,& Adams V.H., Ⅲ.The roles of hopeful thinking in preventing problems and enhancing strengths [J].Applied and Preventive Psychology,2000,9(4):249-270.
[97]徐强.大学生希望感与心理健康的关系[J].中国健康心理学杂志,2010,18(2)：178-180.
[98]陈海贤,陈洁.贫困大学生希望特质、应对方式与情绪的结构方程模型研究[J].中国临床心理学杂志,2008,16(4)：393-394.
[99]Tugade M M, Fredrickson B L, Barrett L F.Psychological resilience and positive emotional granularity:examing the benefits of positive emotions on coping and health[J] Journal of Personality,2004,72(6):1162-1190.
[100]Mast en A S.Ordinary magic:resilience processes in development [J].American Psychologist,2001,56(3):227-238.
[101]Garmezy N, Mast en A S, Telenge A.The study of stress and competence in children:a building block for development al psychology [J].Child Development,1984,55(1):97-111.
[102]Betz, N.E.,& Hackett, G. The relationship of mathematics self-efficacy expectations to the selection of science-based college majors[J]. Journal of Vocational Behavior,1983,23:329-345.
[103]Krampen, GCompetence and control orientations as predictors of test anxiety in students: Longitudinal results [J]. Anxiety Research,1988, (1):185-197.
[104]杨彩霞.大学生复原力与压力事件、心理健康的关系研究[D].石家庄：河北师范大学,2008.
[105]谢巧玲,王秀希,王博,高玉红,任云.大学生复原力与心理健康现状及其关系的调查研究[J].邯郸学院学报,2009,19(4)：126-128.
[106]田喜洲.从人力资本、社会资本到心理资本—人力资源管理的新取向[J].商业研究,2009,381(1)：77-79.
[107]张红芳、吴威.心理资本、人力资本与社会资本的协同作用[J].经济管理,2009,463(7)：155-161.
[108]杨锐.本土心理资本对职业生涯发展影响的实证研究[J].商场现代化,2009,582(7下 旬刊)：98-102.
[109]王雁飞,朱瑜.心理资本理论与相关研究进展[J].外国经济与管理,2007,29(5)：32-39.
[110]高惠璇.两个多重相关变量的统计分析[J],数理统计与管理,2002,21(2)：60-64.
[111]Pedhazur, E.J., Multiple regression in behavior research explanation and prediction[M].New York:Hot, Rinehart and Winston,1982.
[112]张阔,张赛,董颖红.积极心理资本：测量及其与心理健康的关系术[J].心理与行为研究,2010,8(1)：58-64.
[113]汪向东,王希林,马弘.心理卫生评定量表手册[M].北京：中国心理卫生杂志,1999,增订版：31-3.
[114]黄艳苹,李玲.用症状自评量表(SCL—90)评估中国大学生心理健康状况的Meta分析[J].中国心理卫生杂志,2009,23(5)：366-371.
[115]付立菲、张阔.大学生积极心理资本与学习倦怠状况的关系[J].中国健康心理学杂志,2010,18(11)：1356-1359.
[116]吴善玉,全贞玉大学生心理健康状况调查研究[J].现代预防医学,2010,37(3)：505-511.
[117]徐娟.250名大学生心理健康状况调查[J].中国校医,2010,24(3)：195-198.
[118]杨彩霞.学生坚韧性人格、应对方式与心理健康的关系研究[D].苏州：苏州大学,2008.
[119]Schweizer K, Schneider R. Social optimism as generalized expectancy of a positive outcome[J].Personality and Individual Difference,1997, (3):317-325.
[120]北京高等院校大学生心理素质状况及开展心理素质教育工作的研究报告[J].高教领导参考,2001,10.
[121]黄盈.大、中学生生活应激评定量表的编制[D].天津：天津师范大学,2001.
[122]陈慧君.家庭因素对大学生心理健康状况的影响研究[D].武汉：华中师范大学,2008.
[123]白晶,张西超.通信运营企业员工心理资本与身心健康关系的研究[A].见：第十二届全国心理学学术大会论文摘要集[C].济南：山东师范大学出版社,2009：10-12.
[124]潘清泉、周宗奎.贫困大学生心理资本、应对方式与心理健康的关系[J].中国健康心理学杂志,2009,17(7)：844-846.
[125]陈桂兰.贫困生心理资本与心理健康的关系研究[J].学校党建与思想教育,2009,329(10)：82-83.
[126]竺丽芳.大学生心理健康与人格特质、心理资本的关系研究[D].天津：天津师范大学,2009.
[127]李强.社会支持与个体心理健康.天津社会科学,1998,(01)：67-70.
[128][德]库尔特.勒温著,竺培梁译.拓朴心理学[M].杭州：浙江教育出版社,1997：133-134.
[129]《新闻1+1》：学会生存,网址：http://space.tv.cctv.com/act/article.jsp?articleId=ARTI1232351030840894&nowpage=2
[1](美)路桑斯(Luthans, F.)等著,李超平译.心理资本[M].北京：中国轻工业出版社,2008.
[2]高英,袁少锋.心理资本与工作绩效关系实证研究[A].见：第四届(2009)中国管理学年会——组织行为与人力资源管理分会场论文集[C].北京：北京师范大学出版社,2009：61-66.
[3]赵晶,罗峥,王雪.大学毕业生的心理弹性、积极情绪与心理健康的关系[J].中国健康心理学杂志,2010,18(9)：1078-1080.
[4]徐远超,吴大兴,龚勋.大学生的乐观倾向与生活满意度、焦虑、抑郁的关系[J]-当代教育理论与实践,2009,1(6)：155-157.
[5]刘艳丽,林乃磊,张小明,杨绍清.初中生乐观人格、解释风格与心理健康的相关研究[J].中国健康心理学杂志,2009,17(9)1092-1093.
[6]田喜洲.从人力资本、社会资本到心理资本、人力资源管理的新取向[J].商业研究,2009,381(1).
[7]江明辉.大学生挫折心理分析及其心理弹性干预研究[J].黑龙江教育学院学报,2010,29(5).
[8]张信勇,卞小华,徐光兴.大学生的学习投入与人格坚韧性的关系[J].心理研究,2008,1(6)：72-76.
[9]韦慧.大学生的心理韧性及其培养策略探析[J].中国成人教育,2010,(16).
[0]但俊辰.大学生复原力与适应状况的关系研究[J].中国健康心理学杂志,2010,18(7).
[1]谢巧玲,王秀希,王博,高玉红,任云.大学生复原力与心理健康现状及其关系的调查研究[J].邯郸学院学报,2009,19(4).
[2]袁莉敏,张日升.大学生归因方式、气质性乐观与心理幸福感的关系[J].心理发展与教育,2007,(2).
[3]李自维.大学生积极品质评价与心理健康教育相应模式研究[J].重庆：西南大学,2009.
[4]陈栩.坚韧性及其相关因素研究[D].南昌：江西师范大学,2007.
[5]陈根.大学生就业力的现状分析与提升路径[J].学校党建与思想教育,2010,(3).
[6]徐远超,龚勋.大学生乐观倾向与自尊水平的相关研究[J].当代教育论坛,2009,(11).
[7]王娟.大学生情绪智力、心理复原力与自我和谐的关系研究[D].上海：上海师范大学,2009.
[8]姜婷娜.大学生乐观与应对方式、健康的关系研究[D].南京：南京师范大学,2008.
[9]徐强.大学生希望感与心理健康的关系[J].中国健康心理学杂志,2010,18(2).
[20]滕秀杰.大学生心理弹性的评估与干预[D].北京：首都师范大学,2008.
[21]阚晓华.大学生心理健康及其学习倦怠的关系[D].济南：山东师范大学,2010.
[22]高登峰.大学生学习压力、心理弹性、心理健康的关系研究[D].武汉：华中科技大学, 2008.
[23]胡厦娟.大学生压力知觉、复原力和心理幸福感的关系研究[D].石家庄：河北师范大学,2008.
[24]答会明.大学生自信、自尊、自我效能与心理健康的相关研究[J].中国临床心理学杂志,2000,8(4).
[25]张晓文.独生子女与非独生子女大学生个性发展及心理健康状况的比较研究[J].南京人口管理干部学院学报,2001,17(2)
[26]王秀希,许峰,任云,王博.复原力在大学生负性生活事件与心理健康间作用机制的探讨[J].教育与教学研究,2010,24(9)
[27]陈坡.工作应激同心理健康关系的研究、坚韧人格和社会支持的中介作用[D].天津师范大学,2009.
[28]黄海艳.基于心理资本的员工主动离职倾向研究[J].南京审计学院学报,2009,6(3)
[29]林秀君.基于就业的高校大学生心理资本开发[J].理论探索,2010,(7)
[30]欧珊珊.基于弹性理论的大学生自尊发展研究[D].重庆：西南大学,2009
[31]刘庆华,孔庆娜.基于心理弹性理论的贫困大学生心理健康问题的分析与对策[J].商业经济,2010,349(5)
[32]黎注游.坚韧性人格对大学生心理健康的保护作用及机制[D].武汉：华中师范大学,2006
[33]仲理峰.心理资本对员工的工作绩效、组织承诺及组织公民行为的影响[J].心理学报,2007,39(2)
[34]丛爱玲,刘锦涛.290名师范大学生90项症状自评量表的理论分析[J].校园心理,2010,8(6)
[35]朱庆庆,花静,古桂雄.320例文理科大学生心理健康状况调查及分析[J].中国预防医学杂志,2007,8(2)
[36]张远,李华锋,张巍,韩霞.2034例大学生心理健康现状调查及其影响因素分析,山东医药,2010,50(31)
[37]刘忠秀,尹星星,尤海燕,何心展.38402名2005级大学新生症状自评量表调查分析[J].中国康复理论与实践,2007,13(2)
[38]童辉杰.SCL_90量表及其常模20年变迁之研究[J].心理科学,2010,33(4)
[39]张翔.不同年级大学生心理健康比较研究[D].郑州：郑州大学,2004
[40]郑凤敏,王永柏,徐海春,孙毅,赵影,李艳春,王雪红.不同院校大学生心理健康状况比较[J].中国行为医学科学,2005,14(12)
[41]赵俊强,徐红彦,李健.不同专业大学生心理健康状况的对比研究[J].中国科技信息,2006,(24).
[42]齐玉龙.城市与农村生源大学生心理健康状况比较分析[J].中国公共卫生管理,2005,21(4).
[43]侯婷,脱建春,孟微.大学毕业生的心理健康状况及其应对策略[J].学理论,2010,(24).
[44]黄峰.大学生完美主义倾向及其与心理健康的相关研究[D].郑州：郑州大学,2007.
[45]曾荣侠.大学生一般自我效能感及其与应对方式、心理健康关系的研究[D].郑州：河南大学,2004.
[46]郝霞.大学生幽默风、气质性乐观与心理健康关系研究[D].包头：内蒙古师范大学,2008.
[47]张丽红.大学生自我评价特点及自尊水平与心理健康关系的研究[D].沈阳：东北师范大学,2009.
[48]黄乾玉.贵州省黔南民族地区大学生心理健康状况的调查[J].黔南民族师范学院学报,2010,(5).
[49]蓝亭.贵州民族学院汉、土家、苗、布依、侗族大学生心理健康的比较研究[D].重庆：西南大学,2008.
[50]隋耀伟.高校贫困大学生心理健康状况的评价及应对策略研究[D].沈阳：东北师范大学,2007.
[51]李虹,孙汉银.乐观性对自我反思和内在觉知与心理健康之间关系的调节作用[J].心理发展与教育,2010,(5).
[52]李志红.理工科大学生心理健康状况与人格特征关系的研究[J].河南大学学报(社会科学版),2008,(6).
[53]刘虹.大学生心理弹性与其就业心理的关系研究[D].苏州：苏州大学,2010.
[54]李奕慧,唐宏.论乐观研究的现状及前景[J].湘南学院学报,2009,31(1).
[55](意)阿尔贝隆尼,王润芳译.乐观,九州出版社,2003.
[56]曹新美,刘翔平.从习得无助、习得乐观到积极心理学——Seligman对心理学发展的贡献[J].心理科学进展,2008,16(4)
[57]郑雯.大学生社会支持与希望的关系研究[J].首都师范大学学报(社会科学版),2009增刊.
[58]陈灿锐,申荷永,高岚.应对方式：希望与幸福感的中介[J].中国健康心理学杂志,2009,17(2).
[2]刘静文(2008).正向心理学的观点及其对教育的启示[J].师说,2008,203(3)：9-13.
[3]格兰诺维特.弱关系的力量[J].国外社会学,1998,(2)：39-49.
[4]边燕杰.城市居民社会资本的来源及作用：网络观点与调查发现[J].中国社会科学,2004,14(3)：139.
[5]Goldsmith A H. The impact of psychological and human capital on wages[J].Economic Inquiry,1997,35:815-829.
[6]Luthans F, Avolio B J, Walumbwa F O, and Li W. The psychological capital of Chinese workers Exploring the relationship with performance [J].Management and Organization Review, 2005,1:247-269.
[7]牛黎.国有企业员工心理资本影响因素及其关系的研究—以兰州市为例[D].兰州：西北师范大学,2009.
[8]Hosen, R., Solovey-Hosen, Dand., Stern, L.Education and capital development:Capital as durable personal, social, economic and political influences on the happiness of individuals[J].Education,2003,123(3):496-513.
[9]Larson M, Luthans F.Potential added value of psychological capital in predicting work attitudes [J] Journal of Leadership & Organizational Studies,2006,13:45-62.
[10]Jensen S M, Luthans F.Relationship between entrepreneurs'psychological capital and their authentic leadership[J] Journal of Management Issues,2006,18:254-273.
[11]Luthans F, Youssef C M, Avolio B J.Psychological capital:Developing the human competitive edge[M].Oxford, UK:Oxford University Press,2007.
[12]Letcher L., and Niehoff B.Psyehological capital and wages:A behavioral economic approach[R].Paper submitted to be considered for Presentation at the Midwest Aeademy of Management, Minneapolis, MN,2004.
[13]Cole K.W llbeing, Psychological capital, and unemployment:An integrated theory.Paper presented at the joint annual conference of the International Assoeiation for Research in Eeonomie Psychology(IAREP) and the Soeiety for the Advancement of Behavioral Eeonomies(SABE), Paris, Franee,2006.
[14]Bandua A. Self—efficacy:The Exercilse of Control[M]. New York:New York Freeman, 1997:3-51.
[15]周文霞,郭桂萍.自我效能感：概念、理论和应用[J].中国人民大学学报,2006,(1)：91-97.
[16]周文霞,郭桂萍.自我效能感：概念、理论和应用[J].中国人民大学学报,2006,(1)： 91-97.
[17]Bandura, A.Self-efficacy mechanism in human Agency[J].American psychologist,1982, 37:122-147.
[18]Bandura, A.Social foundations of thought and action:A social cognitive theory, Englewood Cliffs[M].NJ:Prentice-Hall, Inc.1986.
[19]Newman, R.APA's Resilience Initiative[J]. Professional Psychology:Research & Practive, 2005,30(3):227-229.
[20]于肖楠、张建新.韧性(resilience)—在压力下复原和成长的机制[J].心理科学进展,2005,13(5)：658-665.
[21]萧文.灾变事件前的前置因素对心理复健的影响—复原力的探讨与建构[J].测验与辅导,1999,56：3249-3253.
[22]吴丽琴.性侵害受害者之复原力探讨与建构[J].(台湾)辅导季刊,2003,39(1)：57-63.
[23]Scheier, M.,& Carver, C.Dispositional optimism and physical well-being:The influence of generalized outcome expectancies on health. Journal of Personality,1987,55:169-210.
[24]Snyder, C.R. Hope theory:Rainbows in the mind[J]. Journal of Psychological inquiry,2002, (13):249-275.
[25]陈燕飞,苗元江,王青华.积极心理学视野下的希望研究[J].赣南师范学院学报,2010(2)：95-99.
[26]Snyder, C.R.Hope theory:Rainbows in the mind[J]. Journal of Psychological Inquiry,2002, (13):249-275.
[27]赖英娟,巫博瀚.希望理论的概念分析与理论应用[J].研习资讯,1998,25(4)：71-78.
[28]朱敬先.健康心理学[M].台北：五南图书出版有限公司,1992：75-78.
[29]Robecca J.Donatelle,著,江丽玉等译.健康促进(第二部)[M].香港：华腾文化股份有限公司,2004.
[30]卢雅萍.高雄市国小级任教师运动参与行为、工作压力与身心健康之研究[D].高雄：高雄师范大学,2006.
[31]Rogers, A.and Pilgrim, D.A Sociology of Mental Health and Illness (3rd Edition) [M].Maidenhead:Open University Press,2005.
[32](英)皮格瑞姆著,张庆伟等译.心理健康关键概念手册[M].高等教育出版社,2006,2.
[33]马建青.心理卫生学[M].浙江大学出版社,1990,44.
[34]Ryff, C.D. Happiness is everything, or is it? Exploration on themeaning of psychological well-being[J]. Journal of Personality and Social Psychology,1989,57:1069-1081.
[35]姜丽萍.上海市女大学生生活方式与心理健康的相关研究[D].上海：华东师范大学,2006.
[36]林剑鸣,宫育卓.广州地区大学生心理健康状况调查的统计研究[J].数理医药学杂志, 2008,21(5)：577-580.
[37]吴善玉,全贞玉.大学生心理健康状况调查研究[J].现代预防医学,2010,37(3)：505-506.
[38]钟文娟,黄万琪,张银友,等.学生心理障碍影响因素的Logistic回归分析[J].中国妇幼保健,2004,19(10)：110-111.
[39]樊为.大学生心理健康之家庭影响因素研究[D].成都：四川师范大学,2009.
[40]李敏,于威.2000名大学生心理健康调查[J].保健医学研究与实践,2009,6(1)：31-32.
[41]胡春红.不同贫困程度大学生心理健康状况的方差分析[J].中国健康心理学杂志,2010,18(3)：333-334.
[42]马先明.大学生乐观与应对方式、健康的关系研究[D].苏州：苏州大学,2008.
[43]杨彩霞.大学生复原力与压力事件、心理健康的关系研究[D].石家庄：河北师范大学,2007.
[44]王炳芳.大学生社会认知与心理健康相关研究[D].郑州：郑州大学,2005.
[45]孙淑娟.大学生人生价值观与心理健康的关系研究[D].南昌：南昌大学,2007.
[46]Luthans, F, Youssef, C M, and Avolio, B J. Psychological Capital:Developing The Human Competitive Edge [M].Oxford, UK:Oxford University Press,2007.
[47]丁凤琴.心理资本与主观幸福感的关系探讨[J].宁波大学学报(教育科学版),2010,32(1)：64-69.
[48]杨锐.本土心理资本对职业生涯发展影响的实证研究[J].商场现代化,2009,582(7下旬刊)：98-102.
[49]许淑穗,生涯自我效能、个人变项、与环境因素对大学生生涯选择的影响—生涯选择之路径分析[D].彰化：彰化师范大学,1998.
[50]Betz, N.E.,& Hackeet, G.The relationship of career related self-efficacy expectations to perceived career options in college women and men[J] Journal of Counseling Psychology,1981 (28):399-410.
[51]Luzzo, D.A. Exploring the relationship between the perception of occupational barriers and career development[J]. Journal of career Development,1996,22 (4):218-248.
[52]Taylor KM, Betz N E. Applications of self-efficacy theory to the understanding and treatment of career indecision[J] Journal of Vocational Behavior,1983, (22):63-281.
[53]Betz N E, Taylor K M. Manual for Career Decision Making Self-Efficacy Scale[J].Columbus,1994, (42):23.
[54]付立菲,张阔.大学生积极心理资本与学习倦怠状况的关系[J].中国健康心理学杂志,2010,18(11)：1356-1358.
[55]Luthans F, Youssef C.M, Avolio B.J. Psychological capital:Developing the human competitive edge[M].Oxford, UK:Oxford University Press,2007.
[56]Werner EE.High-risk children in young adulthood:A longitudinal study from birth to 32 years[J].Am J Orthopsychiatry,1989,59:72-81.
[57]葛广昱,余嘉元,安敏,何婷婷,李金德.中学生心理韧性与学业水平的关系研究[J].赣南师范学院学报,2010,1(1)：114-118.
[58]黄丽,杨廷忠,季忠民.正性负性情绪量表的中国人群适用性研究[J].中国心理卫生杂志,2003,17(1)：53-56.
[59]赵晶、罗峥、王雪,大学毕业生的心理弹性、积极情绪与心理健康的关系[J],中国健康心理学杂志,2010,(9)：1078-1080.
[60]Snyder C R, Mc Dermott D, Cook W, Rapoff M. Hope for the Journey:Helping Children through Good Timesand Bad[M].New York:Westview/Basic Books,1997,322-331.
[61]Snyder, C.R., Lopez, S.J., Shorey, H.S., Rand, K.K.,& Feldman, D.B.Hope theory, measurements, and applications to school psychology[J]. School Psychology Quarterly,2003, 18(2):122-139.
[62]Snyder, C.R., Cheavens, J.,& Michael, S.T.Hoping.In C.R.Snyder(Ed.), Coping:The psychology of what works [M]. New York, NY:Oxford University Press,1999:205-231.
[63]袁莉敏,张日昇,赵会春,柳恒超.大学生乐观与心理幸福感的关系[J].中国临床心理学杂志,2006,14(6)：644-645.
[64]Seligman, M.E.P.Positive Psychology, Positive Prevention, and Positive Therapy.In Handbook of Positive Psychology [M].NY:Oxford.2002:3-12.
[65]刘志军,钟毅平.习得无助感理论发展研究的简评[J].心理科学,2003,26(2)：374-375.
[66]P.Alex Linley and Stephen Joseph.Positive Psychology in Practice[M].United States of America,2004.
[67]刘志军.初中生乐观主义与其学业成绩的关系及中介效应分析[J].心理发展与教育,2007,(3)：73-78.
[68]黄德详,谢龙卿,薛秀宜,洪佩圆.国小、国中与高中学生希望、乐观与学业成就之相关研究[J].台湾彰化师大教育学报,2003,(5)：33-61.
[69]Curry, L.A.,& Snyder, C.R. Hope takes the filed:Mind matters in athletic performances. In C.R.Snyder (Ed.), Handbook of hope:Theory, measures, and applications[M].San Diego, CA:Academic Press,2000:243-260.
[70]Snyder C R, Mc Dermott D, Cook W, Rapoff M. Hope for the Journey:Helping Children through Good Timesand Bad[M].New York:Westview/Basic Books,1997:322-331.
[71]Snyder, C.R., Lopez, S.J., Shorey, H.S., Rand, K.K.,& Feldman, D.B.Hope theory, measurements, and applications to school psychology[J]. School Psychology Quarterly,2003, 18(2):122-139.
[72]Snyder, C.R., Cheavens, J.,& Michael, S.T.Hoping.In C.R.Snyder(Ed.), Coping:The psychology of what works [M].New York, NY:Oxford University Press,1999:205-231.
[73]杨智先.教师社群互动、工作希望感受与创新性转化之关系：量化模式建构与典范案例分析[D].台北：政治大学,2007.
[74]白晶,张西超.通信运营企业员工心理资本与身心健康关系的研究[A].见：第十二届全国心理学学术大会论文摘要集[C].济南：山东师范大学出版社,2009：10-12.
[75]潘清泉、周宗奎.贫困大学生心理资本、应对方式与心理健康的关系[J].中国健康心理学杂志,2009,17(7)：844-846.
[76]陈桂兰.贫困生心理资本与心理健康的关系研究[J].学校党建与思想教育,2009,329(10)：82-83.
[77]张阔,张赛,董颖红.积极心理资本：测量及其与心理健康的关系[J].心理与行为研究,2010,8(1)：58-64.
[78]竺丽芳.大学生心理健康与人格特质、心理资本的关系研究[D].天津：天津师范大学,2009.
[79]Jerusalem M, Mittag W. Self-efficacy in stressful life transitions.In A.Bandura(Ed.)Self-efficacy changing societies[M].Cambridge University Press,1995:177-201.
[80]曹荣侠.大学生一般自我效能感及其与应对方式、心理健康关系的研究[D].郑州：河南大学,2004.
[81]梁宇颂.大学生学业自我效能感与心理健康的相关性研究[J].中国临床康复,2004,8(24)：4962-4963.
[82]吴旻烨,殳德明,孙月,刘志青.初中学生一般自我效能感及与心理健康的相关性研究[J].中国科教创新导刊,2009,(15)：218-219.
[83]王洪礼,胡寒春.贵州省高师本科大学生学业自我效能感与心理健康水平的研究[J].心理科学,2005,28(3)：675-677.
[84]廖美玲.七年制临床专业学生自我效能感与心理健康的相关研究[J].福建医科大学学报,2006,7(2)：48-50.
[85]葛明贵,余益兵,邢彩霞.大学生一般自我效能感、学习厌倦感与抑郁的关系[J].重庆师范大学学报(自然科学版),2006,23(1)：90-92.
[86]王丽敏,姚桂英,等.自我效能感在大学生客观社会支持与抑郁的调节作用[J].中国行为医学科学,2008,17(3)：258-259.
[87]马伟娜,徐华.中学生生活事件、自我效能与焦虑抑郁情绪的关系[J].中国临床心理学杂志,2006,14：303-305.
[88]葛明贵.大学生一般自我效能感、学习厌倦感与抑郁的关系[J].重庆师范大学学报,2006,23(1)：190-92.
[89]温娟娟,郑雪,张灵.国外乐观研究述评[J].心理科学进展,2007,15(1)：129-133.
[90](美国)Alan Carr著,郑雪等译校.积极心理学[M].北京：中国轻工业出版社,2008,89-92.
[91]徐远超,吴大兴,龚勋.大学生的乐观倾向与生活满意度、焦虑、抑郁的关系[J].当代教育理论与实践,2009,1(6)：155-157.
[92]Lazarus A A. Toward delineating some causes of change in psychotherapy [J].Professional Psychology,1980,11:863-870.
[93]Yoshinobu L GThe will and the ways:Development and validation of an individual differences measure of hope [J]. Journal of Personality and Social Psychology,1991,60:570-585.
[94]Snyder C R.The psychology of hope:you can get there from [M].New York:Free Press,1994.
[95]Snyder C R, McDermott, Diane et al.A Hope for the journey:Helping children through good times and bad[M].Bould, CO, USA:Westview Press,1997.
[96]Snyder, C.R., Feldman, D.B., Taylor, J.D., Schroeder, L.L.,& Adams V.H., Ⅲ.The roles of hopeful thinking in preventing problems and enhancing strengths [J].Applied and Preventive Psychology,2000,9(4):249-270.
[97]徐强.大学生希望感与心理健康的关系[J].中国健康心理学杂志,2010,18(2)：178-180.
[98]陈海贤,陈洁.贫困大学生希望特质、应对方式与情绪的结构方程模型研究[J].中国临床心理学杂志,2008,16(4)：393-394.
[99]Tugade M M, Fredrickson B L, Barrett L F.Psychological resilience and positive emotional granularity:examing the benefits of positive emotions on coping and health[J] Journal of Personality,2004,72(6):1162-1190.
[100]Mast en A S.Ordinary magic:resilience processes in development [J].American Psychologist,2001,56(3):227-238.
[101]Garmezy N, Mast en A S, Telenge A.The study of stress and competence in children:a building block for development al psychology [J].Child Development,1984,55(1):97-111.
[102]Betz, N.E.,& Hackett, G. The relationship of mathematics self-efficacy expectations to the selection of science-based college majors[J]. Journal of Vocational Behavior,1983,23:329-345.
[103]Krampen, GCompetence and control orientations as predictors of test anxiety in students: Longitudinal results [J]. Anxiety Research,1988, (1):185-197.
[104]杨彩霞.大学生复原力与压力事件、心理健康的关系研究[D].石家庄：河北师范大学,2008.
[105]谢巧玲,王秀希,王博,高玉红,任云.大学生复原力与心理健康现状及其关系的调查研究[J].邯郸学院学报,2009,19(4)：126-128.
[106]田喜洲.从人力资本、社会资本到心理资本—人力资源管理的新取向[J].商业研究,2009,381(1)：77-79.
[107]张红芳、吴威.心理资本、人力资本与社会资本的协同作用[J].经济管理,2009,463(7)：155-161.
[108]杨锐.本土心理资本对职业生涯发展影响的实证研究[J].商场现代化,2009,582(7下 旬刊)：98-102.
[109]王雁飞,朱瑜.心理资本理论与相关研究进展[J].外国经济与管理,2007,29(5)：32-39.
[110]高惠璇.两个多重相关变量的统计分析[J],数理统计与管理,2002,21(2)：60-64.
[111]Pedhazur, E.J., Multiple regression in behavior research explanation and prediction[M].New York:Hot, Rinehart and Winston,1982.
[112]张阔,张赛,董颖红.积极心理资本：测量及其与心理健康的关系术[J].心理与行为研究,2010,8(1)：58-64.
[113]汪向东,王希林,马弘.心理卫生评定量表手册[M].北京：中国心理卫生杂志,1999,增订版：31-3.
[114]黄艳苹,李玲.用症状自评量表(SCL—90)评估中国大学生心理健康状况的Meta分析[J].中国心理卫生杂志,2009,23(5)：366-371.
[115]付立菲、张阔.大学生积极心理资本与学习倦怠状况的关系[J].中国健康心理学杂志,2010,18(11)：1356-1359.
[116]吴善玉,全贞玉大学生心理健康状况调查研究[J].现代预防医学,2010,37(3)：505-511.
[117]徐娟.250名大学生心理健康状况调查[J].中国校医,2010,24(3)：195-198.
[118]杨彩霞.学生坚韧性人格、应对方式与心理健康的关系研究[D].苏州：苏州大学,2008.
[119]Schweizer K, Schneider R. Social optimism as generalized expectancy of a positive outcome[J].Personality and Individual Difference,1997, (3):317-325.
[120]北京高等院校大学生心理素质状况及开展心理素质教育工作的研究报告[J].高教领导参考,2001,10.
[121]黄盈.大、中学生生活应激评定量表的编制[D].天津：天津师范大学,2001.
[122]陈慧君.家庭因素对大学生心理健康状况的影响研究[D].武汉：华中师范大学,2008.
[123]白晶,张西超.通信运营企业员工心理资本与身心健康关系的研究[A].见：第十二届全国心理学学术大会论文摘要集[C].济南：山东师范大学出版社,2009：10-12.
[124]潘清泉、周宗奎.贫困大学生心理资本、应对方式与心理健康的关系[J].中国健康心理学杂志,2009,17(7)：844-846.
[125]陈桂兰.贫困生心理资本与心理健康的关系研究[J].学校党建与思想教育,2009,329(10)：82-83.
[126]竺丽芳.大学生心理健康与人格特质、心理资本的关系研究[D].天津：天津师范大学,2009.
[127]李强.社会支持与个体心理健康.天津社会科学,1998,(01)：67-70.
[128][德]库尔特.勒温著,竺培梁译.拓朴心理学[M].杭州：浙江教育出版社,1997：133-134.
[129]《新闻1+1》：学会生存,网址：http://space.tv.cctv.com/act/article.jsp?articleId=ARTI1232351030840894&nowpage=2
[1](美)路桑斯(Luthans, F.)等著,李超平译.心理资本[M].北京：中国轻工业出版社,2008.
[2]高英,袁少锋.心理资本与工作绩效关系实证研究[A].见：第四届(2009)中国管理学年会——组织行为与人力资源管理分会场论文集[C].北京：北京师范大学出版社,2009：61-66.
[3]赵晶,罗峥,王雪.大学毕业生的心理弹性、积极情绪与心理健康的关系[J].中国健康心理学杂志,2010,18(9)：1078-1080.
[4]徐远超,吴大兴,龚勋.大学生的乐观倾向与生活满意度、焦虑、抑郁的关系[J]-当代教育理论与实践,2009,1(6)：155-157.
[5]刘艳丽,林乃磊,张小明,杨绍清.初中生乐观人格、解释风格与心理健康的相关研究[J].中国健康心理学杂志,2009,17(9)1092-1093.
[6]田喜洲.从人力资本、社会资本到心理资本、人力资源管理的新取向[J].商业研究,2009,381(1).
[7]江明辉.大学生挫折心理分析及其心理弹性干预研究[J].黑龙江教育学院学报,2010,29(5).
[8]张信勇,卞小华,徐光兴.大学生的学习投入与人格坚韧性的关系[J].心理研究,2008,1(6)：72-76.
[9]韦慧.大学生的心理韧性及其培养策略探析[J].中国成人教育,2010,(16).
[0]但俊辰.大学生复原力与适应状况的关系研究[J].中国健康心理学杂志,2010,18(7).
[1]谢巧玲,王秀希,王博,高玉红,任云.大学生复原力与心理健康现状及其关系的调查研究[J].邯郸学院学报,2009,19(4).
[2]袁莉敏,张日升.大学生归因方式、气质性乐观与心理幸福感的关系[J].心理发展与教育,2007,(2).
[3]李自维.大学生积极品质评价与心理健康教育相应模式研究[J].重庆：西南大学,2009.
[4]陈栩.坚韧性及其相关因素研究[D].南昌：江西师范大学,2007.
[5]陈根.大学生就业力的现状分析与提升路径[J].学校党建与思想教育,2010,(3).
[6]徐远超,龚勋.大学生乐观倾向与自尊水平的相关研究[J].当代教育论坛,2009,(11).
[7]王娟.大学生情绪智力、心理复原力与自我和谐的关系研究[D].上海：上海师范大学,2009.
[8]姜婷娜.大学生乐观与应对方式、健康的关系研究[D].南京：南京师范大学,2008.
[9]徐强.大学生希望感与心理健康的关系[J].中国健康心理学杂志,2010,18(2).
[20]滕秀杰.大学生心理弹性的评估与干预[D].北京：首都师范大学,2008.
[21]阚晓华.大学生心理健康及其学习倦怠的关系[D].济南：山东师范大学,2010.
[22]高登峰.大学生学习压力、心理弹性、心理健康的关系研究[D].武汉：华中科技大学, 2008.
[23]胡厦娟.大学生压力知觉、复原力和心理幸福感的关系研究[D].石家庄：河北师范大学,2008.
[24]答会明.大学生自信、自尊、自我效能与心理健康的相关研究[J].中国临床心理学杂志,2000,8(4).
[25]张晓文.独生子女与非独生子女大学生个性发展及心理健康状况的比较研究[J].南京人口管理干部学院学报,2001,17(2)
[26]王秀希,许峰,任云,王博.复原力在大学生负性生活事件与心理健康间作用机制的探讨[J].教育与教学研究,2010,24(9)
[27]陈坡.工作应激同心理健康关系的研究、坚韧人格和社会支持的中介作用[D].天津师范大学,2009.
[28]黄海艳.基于心理资本的员工主动离职倾向研究[J].南京审计学院学报,2009,6(3)
[29]林秀君.基于就业的高校大学生心理资本开发[J].理论探索,2010,(7)
[30]欧珊珊.基于弹性理论的大学生自尊发展研究[D].重庆：西南大学,2009
[31]刘庆华,孔庆娜.基于心理弹性理论的贫困大学生心理健康问题的分析与对策[J].商业经济,2010,349(5)
[32]黎注游.坚韧性人格对大学生心理健康的保护作用及机制[D].武汉：华中师范大学,2006
[33]仲理峰.心理资本对员工的工作绩效、组织承诺及组织公民行为的影响[J].心理学报,2007,39(2)
[34]丛爱玲,刘锦涛.290名师范大学生90项症状自评量表的理论分析[J].校园心理,2010,8(6)
[35]朱庆庆,花静,古桂雄.320例文理科大学生心理健康状况调查及分析[J].中国预防医学杂志,2007,8(2)
[36]张远,李华锋,张巍,韩霞.2034例大学生心理健康现状调查及其影响因素分析,山东医药,2010,50(31)
[37]刘忠秀,尹星星,尤海燕,何心展.38402名2005级大学新生症状自评量表调查分析[J].中国康复理论与实践,2007,13(2)
[38]童辉杰.SCL_90量表及其常模20年变迁之研究[J].心理科学,2010,33(4)
[39]张翔.不同年级大学生心理健康比较研究[D].郑州：郑州大学,2004
[40]郑凤敏,王永柏,徐海春,孙毅,赵影,李艳春,王雪红.不同院校大学生心理健康状况比较[J].中国行为医学科学,2005,14(12)
[41]赵俊强,徐红彦,李健.不同专业大学生心理健康状况的对比研究[J].中国科技信息,2006,(24).
[42]齐玉龙.城市与农村生源大学生心理健康状况比较分析[J].中国公共卫生管理,2005,21(4).
[43]侯婷,脱建春,孟微.大学毕业生的心理健康状况及其应对策略[J].学理论,2010,(24).
[44]黄峰.大学生完美主义倾向及其与心理健康的相关研究[D].郑州：郑州大学,2007.
[45]曾荣侠.大学生一般自我效能感及其与应对方式、心理健康关系的研究[D].郑州：河南大学,2004.
[46]郝霞.大学生幽默风、气质性乐观与心理健康关系研究[D].包头：内蒙古师范大学,2008.
[47]张丽红.大学生自我评价特点及自尊水平与心理健康关系的研究[D].沈阳：东北师范大学,2009.
[48]黄乾玉.贵州省黔南民族地区大学生心理健康状况的调查[J].黔南民族师范学院学报,2010,(5).
[49]蓝亭.贵州民族学院汉、土家、苗、布依、侗族大学生心理健康的比较研究[D].重庆：西南大学,2008.
[50]隋耀伟.高校贫困大学生心理健康状况的评价及应对策略研究[D].沈阳：东北师范大学,2007.
[51]李虹,孙汉银.乐观性对自我反思和内在觉知与心理健康之间关系的调节作用[J].心理发展与教育,2010,(5).
[52]李志红.理工科大学生心理健康状况与人格特征关系的研究[J].河南大学学报(社会科学版),2008,(6).
[53]刘虹.大学生心理弹性与其就业心理的关系研究[D].苏州：苏州大学,2010.
[54]李奕慧,唐宏.论乐观研究的现状及前景[J].湘南学院学报,2009,31(1).
[55](意)阿尔贝隆尼,王润芳译.乐观,九州出版社,2003.
[56]曹新美,刘翔平.从习得无助、习得乐观到积极心理学——Seligman对心理学发展的贡献[J].心理科学进展,2008,16(4)
[57]郑雯.大学生社会支持与希望的关系研究[J].首都师范大学学报(社会科学版),2009增刊.
[58]陈灿锐,申荷永,高岚.应对方式：希望与幸福感的中介[J].中国健康心理学杂志,2009,17(2).