Journal of International Psychiatry

[Abstract] Objective To investigate the intermediating effect of psychological capital on core self-evaluation and learning adaptability of foreign students in Higher Vocational Colleges. Methods Totally 88 diploma Educational foreign students from three demonstrative higher vocational colleges in Hunan Province were investigated by using Learning adaptability scale of vocational college students (VCSLAS), positive psychological capital questionnaire (PPQ) and Core Self-Evaluations Scale， (CSES). Results The scores of VCSLAS, PPQ and CSES were 141.45±17.06, 116.42±15.92 and 33.18±5.97 respectively. The correlation coefficients among the three variables ranged from 0.582-0.757. Psychological capital played a mediating role between core self-evaluation and learning adaptability (Z=3.03, P<0.01). Both of the two variables and the interaction of psychological capital, core self-evaluation and learning adaptability jointly explained 99.3% of the total variation in learning adaptability. Conclusion Psychological capital and core self-evaluation are the influencing factors of learning adaptability. Psychological capital can not only directly affect learning adaptability, but also is the intermediating factor of core self-evaluation and psychological capital. The core self-evaluation can indirectly affect learning adaptability through psychological capital. The managers of higher vocational colleges should take relevant measures to improve the psychological capital and core self-evaluation of the foreign students to improve their learning adaptability according to the research results.

Foreign students of higher vocational colleges；Psychological capital; Self-evaluation; learning adaptability