目的:了解有留守经历高职贫困生心理资本的现状,为学校开展家庭贫困学生心理资本提升提供合理建议。方法:采用积极心理资本问卷,对1758名家庭经济困难学生进行问卷调查,在有效被试中,732名为有留守经历的学生。结果:没有留守经历的高职贫困生在希望、乐观维度上的得分显著高于有留守经历的高职贫困生。在有留守经历的高职贫困生群体中,男生在希望、乐观、心理资本上的得分显著高于女生;学生干部在自我效能、希望、乐观、心理资本上的得分显著高于非学生干部;不同家庭教养方式的高职贫困生在自我效能、希望、乐观、心理资本上存在显著差异;不同志愿选择的高职贫困生在希望、乐观维度上存在显著差异;不同锻炼频率的高职贫困生在自我效能感、希望、乐观、心理资本上存在显著差异。最后在分析讨论的基础上,从学校教育层面对心理资本的提升提出了建议。Objective: To understand the status quo of psychological capital of poor students with left-behind experience in higher vocational colleges, and to provide reasonable suggestions for schools to carry out psychological capital promotion of poor students from families. Methods: The positive psychological capital questionnaire was used to investigate 1758 students from poor families. Among the effective subjects, 732 were students with left-behind experience. Results: The scores of the poverty-stricken vocational students without left-behind experience in the dimensions of hope and optimism were significantly higher than those of the poverty-stricken vocational students with left-behind experience. Among the poor vocational college students with left-behind experience, the scores of hope, optimism and psychological capital of male students are significantly higher than that of female students. The scores of student cadres in self-efficacy, hope, optimism and psychological capital are significantly higher tha
