Negative life events and school adjustment among Chinese nursing students: The mediating role of psychological capital

Bullying History and Mental Health In University Students: The Mediator Roles of Social Support, Personal Resilience, and Self-Efficacy

“…Thus, their resilience trait is more likely to be influenced by situational factors such as bullying involvement during primary or secondary school periods. For example, negative life events negatively predict resilience in students (26) and parental HIV longitudinally affected resilience in children (27). Indeed, research has shown that resilience trait mediates the relationships between workspace bullying and physical strain (28) and between primary school bullying and depressive symptoms (29).…”

Academic performance and subtypes of psychological traits in undergraduate nursing students: A latent class analysis

“…Previous studies showed that nurse's psychological capital has a signi cant positive effects on their job performance and well-being [23]. According to the study by Liu et al, psychological capital plays a mediating role between negative life events and school adjustment among Chinese nursing students [24].…”

Testing and comparing the causal relationship between spirituality and social skills with adjustment and burnout mediated by psychological capital in male and female students

“…In fact, psychological capital is a positive source of coping with the stressful events of daily life and positively affects students' academic adjustment. The role of this factor has been confirmed as a protective factor for academic adjustment (Liu et al, 2015).…”

“…The effects of this movement can be seen in academic and applied research (Luthans et al, 2006). Some studies focused on the relationship between psychological capital (as the best and most positive sign of positive behavior in organizational behavior) with variables such as psychological wellbeing (Datu and Valdez, 2016;Nielsen et al, 2017), academic burnout (Aliyev and Karakus, 2015) and academic adjustment (Liu et al, 2015). Luthans et al (2007) defined psychological capital as a positive mental state and a realistic and flexible approach to life, which consists of four structures includes hope (the person's ability to goal setting, imagine the paths necessary to achieve goals, and have the necessary motivation to achieve those goals), Optimism (positive attributions and a way in which people expect positive results), resiliency (the person's capacity to respond and flourish in positive and negative stress conditions) and self-efficacy (one's belief in one's ability to succeed in specific situations or accomplish a task), Each of these concepts is considered as a positive psychological capacity, depend on state and ability to grow and related to significant functional outputs (Youssef-Morgan and Luthans, 2015).…”

“…Academic adjustment is a multidimensional and broad concept that is not limited to the success or academic performance of students, but it also refers to their affections, attitudes, relationships, and commitment in a school or university environment (Liu et al, 2015). Students with higher academic adjustment have a positive attitude toward the academic goals, they are well-positioned with the roles and duties that are placed on the university as a social institution, they are struggling to complete their academic needs, have a positive attitude are related to the educational environment and are well suited to solving their educational problems.…”