积极心理资本译文

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积极心理资本-测量及其与工作投入的关系

积极心理资本:测量及其与工作投入的关系积极心理资本是超出人力资本和社会资本之上，个体在成长和发展过程中表现出来的积极心理状态。

本文以高校教师为研究对象，从积极心理学和组织行为学的角度，对积极心理资本与工作投入的关系进行了实证研究，研究结果发现不同性别、职称和学历个体的积极心理资本与工作投入均存在显著的差异性；积极心理资本对工作投入水平有正向的预测效果。

我们可以通过提高个体的自我效能、开发希望、增强韧性和保持积极乐观等方式，提升积极心理资本，增强工作投入水平，促进有效管理，从而由积极和个体发展成积极的组织，最终形成组织的持续竞争优势。

一、引言心理资本是管理学家Ｌｕｔｈａｎｓ将积极心理学的思想延展到人力资源管理与组织行为学的领域所提出的新概念。

它是个体在成长和发展过程中表现出来的一种积极心理状态，它是状态类的可测量的心理特征[１]。

Ｌｕｔｈａｎｓ指出心理资本是人力资本和社会资本的超越，它既是员工高绩效和个人成功的必要保证，也是企业发展和创新的动力[１]。

Ｓｃｈａｕｆｅｌｉ等将工作投入定义为个体的一种持久的、充满着积极情绪与动机的完满状态。

它以活力、奉献和专注为特征，是一种与工作相关的积极、完满的情绪与认知状态，体现了个体对其工作的一种积极主动的态度和热爱迷恋程度。

[２]Ｍａｓｌａｃｈ等把消极心理状态的工作倦怠转向积极对立面，将工作投入描述为工作倦怠的销蚀。

他们认为个人与工作情境的匹配包含有相对的两极：工作倦怠与工作投入是一个三维连续体的两个极端点，工作倦怠的三个纬度分别是衰竭、玩世不恭和降低的职业成就感。

[３]在不断加快的高校教育改革中，由于教师的工作日益复杂、角色模糊、稳定感降低、归属感弱化等诸多原因降低了高校教师的职业热情，使得教师产生了不同程度的职业倦怠、心理障碍和离职倾向[４]。

这种情况极大地影响了教师的心理健康和教师的创新精神，阻碍了教师自身的发展，降低了工作绩效。

高校教师是教育系统中的一支特殊群体，肩负教学、科研、学生管理、服务社会诸多社会责任，良好的心理状态不仅是教师职业规范的需要，更是教师个体发展和自我追求的需要。

积极心理资本对员工创造力的促进作用

积极心理资本对员工创造力的促进作用概述：心理资本是指个体在工作环境中培养和发展的积极特质和能力，包括自信心、乐观态度、希望以及坚持度。

而员工的创造力是企业持续发展的关键要素之一。

本文将探讨积极心理资本对员工创造力的促进作用。

一、积极心理资本激发员工的内在动力积极心理资本可以激发员工的内在动力，让他们对工作充满热情和动力。

当员工拥有自信心时，他们会相信自己能够克服困难，并展现出更多的创造力。

乐观态度可以使员工在面对挑战和压力时保持积极的心态，从而更容易找到解决问题的创新方法。

希望和坚持度能够让员工保持对未来的期许，并持续努力追求卓越，这对提高员工的创造力起到了重要作用。

二、积极心理资本提升员工的工作满意度积极心理资本可以提升员工的工作满意度。

自信心和乐观态度使员工更容易应对工作中的挑战和压力，从而减少工作引起的不满和消极情绪。

希望和坚持度使员工对未来充满期待，并有目标地努力工作，这种内在动力的提升会提高员工的工作满意度。

而工作满意度与员工的创造力密切相关，满足感和幸福感能够激发员工更多的创造力和创新思维。

三、积极心理资本增强员工的应对压力能力在现代职场中，员工面临各种挑战和压力。

良好的心理资本能够帮助员工更好地应对压力，从而不会被负面情绪所影响。

自信心能够使员工对自己的能力充满信心，从容应对各种挑战。

乐观态度和希望使员工保持积极的心态，在压力下不放弃，坚持下去。

坚持度使员工具备战胜困难和解决问题的能力，从而更容易发挥出创造力。

四、积极心理资本促进员工创新思维创新思维是创造力的核心。

具备积极心理资本的员工更容易拥有创新思维。

自信心使员工相信自己的想法和创新能够得到认可，从而敢于提出新的观点和建议。

乐观态度使员工更愿意接受新的挑战和尝试，勇于突破传统思维模式。

希望和坚持度鼓励员工不断尝试和探索，不断向前进取。

这些积极心理资本的特质和能力相互作用，为员工的创新思维提供了有利条件。

结论：积极心理资本在企业管理中扮演着重要角色，对员工创造力的促进作用不可忽视。

积极心理资本对心理健康的促进作用

积极心理资本对心理健康的促进作用近年来，随着人们对心理健康的关注逐渐增加，积极心理资本作为一种重要的心理资源受到了广泛关注。

积极心理资本是指个体的自信心、乐观情绪、希望和坚韧精神等积极心理特质的综合体，它能够对心理健康的提升起到重要的推动作用。

首先，积极心理资本能够增强个体的心理韧性。

在面对困境和挫折时，拥有一定的心理韧性能够帮助人们更好地应对压力。

积极心理资本中的坚韧精神指的是个体坚持自己的目标并且在遭遇挫折时不轻易放弃的能力。

有研究发现，拥有积极心理资本的个体更能够积极应对挑战和困难，更有可能从挫折中站起来，保持积极的心态。

这样的心理韧性有助于降低压力对个体心理健康的负面影响。

其次，积极心理资本能够提升个体的心理幸福感。

自信心和乐观情绪是积极心理资本中的重要组成部分，它们可以促使个体更加积极乐观地面对生活，从而提高个体的心理幸福感。

研究表明，自信心和乐观情绪能够增强个体的自尊感和自我效能感，使个体更具有积极的心态，更能够享受生活中的快乐和幸福。

因此，拥有积极心理资本的个体往往更容易获得心理上的满足，更能够应对生活中的种种困难和挑战。

此外，积极心理资本还能够提升个体的工作表现和适应能力。

自信心和希望是人们在工作场所中比较重要的心理资源，它们能够激发个体的自我激励和创新力，提高工作效能。

研究表明，拥有积极心理资本的人更有可能全情投入工作，更具有适应新环境和应对变化的能力，从而能够在工作中表现出色。

而良好的工作表现和适应能力又会进一步增强个体的自信心和希望，形成一个良性循环。

此外，积极心理资本还能够促进个体的人际关系发展。

积极心理资本中的自信心和乐观情绪使得个体更具有吸引力和亲和力，更容易建立积极健康的人际关系。

研究表明，拥有积极心理资本的个体在社交交往中更容易传递积极的情绪和态度，从而获得他人的支持和认同。

而良好的人际关系有助于个体的心理健康，能够提供情感支持和认知支持，缓解个体的压力和焦虑。

总之，积极心理资本作为一种重要的心理资源，对个体的心理健康具有重要的促进作用。

积极心理资本培养论文素材

积极心理资本培养论文素材引言：心理资本是一个广泛讨论的概念，指个体内在的个性特质和积极心理状态，对个人的成功和幸福有重要影响。

本文旨在探讨积极心理资本的培养方式及其对个人发展的影响。

一、积极心理资本的定义和构成积极心理资本是指个体内部具备的积极特质和心理能力，如乐观情绪、自我效能感、希望和韧性。

这些素质的培养与塑造对个体的成功、幸福以及应对压力和挑战的能力具有重要影响。

二、积极心理资本的培养方式1. 培养乐观情绪：积极心理资本的一个重要组成部分是乐观情绪。

个体可以通过学习积极心态、认识到逆境中的积极因素、培养感恩心态等方式来培养乐观情绪。

2. 培养自我效能感：自我效能感是对自己完成特定任务的信心和信任的度量。

个体可以通过自我反馈、经验积累、激励自己等方式来培养自我效能感。

3. 培养希望和目标导向：希望是个体在面对挑战和逆境时保持积极向前的一种心态。

个体可以通过设定具体、可行的目标，制定行动计划，并不断追求目标来培养希望和目标导向心态。

4. 培养韧性：韧性是指个体在面对困难和逆境时的心理弹性和坚韧度。

个体可以通过正向思考、有效应对压力、寻求支持和倾诉等方式来培养韧性。

三、积极心理资本对个人发展的影响1. 工作表现：积极心理资本的培养可以提升个体的工作表现。

积极心理状态使个体更具动力、积极向上，能更好地应对挑战和压力，并且有利于提高个体的创造力和创新能力。

2. 学习成果：积极心理资本的培养对学习成果也具有积极影响。

具备乐观情绪和目标导向的个体更容易坚持学习，制定学习目标并积极面对学习困难，从而获得更好的学习成绩。

3. 职业发展：积极心理资本对个体的职业发展也具有重要影响。

乐观情绪和自我效能感使个体更具自信、勇敢面对挑战，并在职场中展现出更好的领导能力和团队合作能力，从而有更好的职业发展机会。

4. 心理健康：培养积极心理资本对个体的心理健康起到积极作用。

乐观情绪和韧性使个体更具有心理弹性，能更好地应对心理压力和逆境，减少焦虑和抑郁等负面情绪的出现。

《心理资本》读书笔记

《心理资本》读书笔记《心理资本》为我们介绍了一些日常生活中会遇到的问题，下面《心理资本》读书笔记是本人为大家带来的，希望对大家有所帮助。

一、心理资本的终极目的：(1)在面对充满挑战的工作中时，有信心(自我效能)并能付出必要的努力来获得成功;(2)对现在与未来的成功有积极地归因(乐观);(3)对目标锲而不舍，为取得成功在必要时能调整实现目标的途径(希望);(4)当身处逆境和被问题困扰时，能够持之以恒，迅速复原并超越(韧性)，以取得成功。

二、积极组织行为学定义(POB)：为提升今天工作场所的业绩，针对那些具有积极导向的、可测量的、开发的、有效的管理人力资源优势和心理能力所进行的研究及其运用。

指定任何项目都必须符合科学的标准，建立在研究的基础之上、可测量的、是状态类的个体特征或可以开发的，并且与工作绩效结果有关系。

三、符合POB的标准：自我效能、希望、乐观、韧性。

1、自我效能开发方法：熟练掌握驾驭\成功体验、替代学习\模仿、社会说服以及积极反馈、生理和心理上的唤醒及幸福感。

2、希望的开发方法：设定有挑战性的目标、指定权变计划、必要时为避免不切实际的希望而重新设定努力方向3、支持性的认知过程：象征化、预先思考、观察、自我调节、自我反思这5向是自我效能的关键构成要素4、集体效能：整合的群体或团队的效能就是集体效能。

对团体可以通过采取必要的行动，进而取得特定水平成就的能力的共享新年。

四、希望的定义：在成功的动因(指向目标的能量水平)与路径(实现目标的计划)交叉所产生体验的基数上，所形成的一种积极地动机状态。

五、希望比不可少的组成部分是途径六、希望清楚的具体表现：有明确的目标有实现目标的意志力、强度、投入的精力，相信自己可以掌控命运;有替代、创造性的路径七、开发和培育希望的步骤：1、目标设置：自我设定的目标、参与设定的目标、被分配的目标，对目标要有合乎逻辑的解释2、弹性目标：具体的、可测量的、有挑战性又可以实现的，有足够的难度可以激发兴奋程度和探索精神3、分步前进：目标被分解成更小、更邻近、更易于管理的，并不断跟进项目结果4、参与：强调自下而上的决策和沟通，员工赋能、投入、授权和增强自主权，如心里承诺和认同5、奖励机制：通过奖励对恰当的目标做出了贡献、主动有效的设置目标、表现出内控和自我调节行为(动因)及为了实现目标创造性、坚持不懈的寻找多条备选途径的管理者和员工，可以强化他们的希望必须理解良好的奖励机制的本质就是能使组织目标与对个人内在和外在的奖励相匹配。

浅谈大学生积极心理资本的开发与培养策略

浅谈大学生积极心理资本的开发与培养策略大学生是社会中的重要群体，他们承担着国家未来的建设与发展的重要任务。

在高校中，除了学习专业知识，积极心理资本的开发和培养也是非常重要的。

积极心理资本是指一个人拥有的积极主动的认知、情感、意志和行为方面的自我能力，能够帮助个体更好地适应环境和面对挑战。

本文将围绕大学生积极心理资本的含义、开发与培养策略展开探讨。

一、积极心理资本的含义积极心理资本是指个体在特定社会环境中，通过自主、自我修正的过程中形成的、对应用前途具有积极意义的认知、情感、意志和行为方面的自我能力，也是个体转化生活资源中获得持久的幸福感和优质生活的特殊能力。

积极心理资本包括自我效能感，自我调节能力、自我灵活性、自我引导能力等。

1. 培养自尊心自尊心是积极心理资本的基础，可以帮助个体建立正确的人生观，提升个体的自我认同和自我价值。

大学生要培养自己的自尊心，不断增强自信和自信心，同时要学会接受自己的缺点和不足。

在生活和工作中要保持乐观的态度，不断完成自己的目标，提高自己的成就感。

2. 提高自我效能感自我效能感是指个体相信自己可以成功完成特定任务的信念程度。

通过提高自我效能感，可以提高个体完成任务的信心和能力，进而提高生活和工作的质量。

大学生可以从多个方面来提高自我效能感，如培养自己的专业技能，加强个人能力的开发和提升，积极参加社交活动等等。

3. 提升自我调节能力自我调节能力是指个体能够自我调节情绪和行为的能力，包括自我控制、情绪应对和冲突解决等方面。

大学生要提高自我调节能力，应该学会发泄情绪的方式，保持心理平衡，适当运动，维护健康生活方式，以及学会心理疏导，积极寻求帮助等。

4. 学会自我引导自我引导是指个体根据自己的意愿和目标，自行掌控行为和心理状态的过程。

大学生要学会自我引导，可以制定长短期目标，并按照目标进行规划和行动，保持主动性，不断追求目标，不畏挑战。

5.积极参与建立正向社交网络积极心理资本的培养也需要合理的社交网络支持。

积极心理学定义外文翻译(可编辑)

积极心理学定义外文翻译（可编辑）积极心理学定义外文翻译外文翻译原文Positive Psychology DefinedMaterial Source: Journal of psychology and christianityAuthor: Siang-yang TanSeveral years ago, the millennial issue of the American Psychologist focused on the emerging science of positive psychology, referring to the study of positive emotion, positive character, and positive institutions. In that issue, Seligman and Csikszentmihalyi 2000 defined positive psychology thus:The field of positive psychology at the subjective level is about valued subjective experiences: well-being,contentment, and satisfaction in the past; hope and optimism for the future; and flow and happiness in the present. At the individual level,it is about positive individual traits:the capacity for love and vocation,courage, interpersonal skill, aesthetic sensibility, perserverance, forgiveness, originality, future-mindedness,spirituality, high talent, and wisdom.At the group level, it is about the civic virtues and the institutions that move individuals toward better citizenship: responsibility,nurturance,altruism, civility, moderation, tolerance, and work ethic, p. 5Progress of Positive PsychologyMore recently, also in the American Psychologist, Seligman, Steen, Park, and Peterson 2005 provided a progress report on positive psychology, including some empirical validation of interventions. They noted that in the 5 years since 2000, a number of significant books have been published on positive psychology, such as: The Handbook of Positive Psychology Snyder &Lopez, 2002; Authentic Happiness Seligman,2002a; A Psychology of Human Strengths: Fundamental Questions and Future Directions for a Positive Psychology Aspinwall & Staudinger,2003; Flourishing: Positive Psychology and the Life Well Lived Keyes & Haidt, 2003; Positive Psychological Assessment: A Handbook of Mode and Measures Lopez & Snyder, 2004 covering measures of hope, optimism, self-efficacy, problem-solving, locus of control, creativity, wisdom, courage, positive emotion, self-esteem, love,emotional intelligence, empathy, attachment, for-giveness, humor, gratitude, faith, morality, coping, well-being, and quality of life; Positive Psychology in Practice Linley & Joseph,2004bcontaining many helpful guidelines and suggestions for putting positive psychology into practice; Character Strengths and Virtues: A Handbook and Classification Peterson & Seligman, 2004; and Handbook of Methods in Positive Psychology Ong & van Dulmen, in press.Seligman et al. 2005 also noted that there are significant developments in the field of positive psychology in terms of meetings e.g., the Annual International Positive Psychology Summit is held the first weekend of October in Washington, DC, networks and centers e.g.,the Positive Psychology Network supports more than 50 research groups totaling more than 150 scientists from universities around the world,and the first Positive Psychology Centers in the United States at the University of Pennsylvania, the University of Michigan, the Universityof Illinois, and Claremont Graduate University, courses and degrees e.g., the first master's degree in applied positive psychology at theUniversity of Pennsylvania started in September, 2003,andwebsitese.g.,//0>./science/positivepsy.6>html,//./. Furthermore,a new quarterly journal. The Journal of Positive Psychology, will be launched and published by Taylor and Francis Publishers in 2006.Positive Virtues and Character StrengthsThe field or movement of positive psychology has therefore grown tremendously in a few short years. Seligman et al. 2005 especially emphasized and summarized the following classification of 6 virtues and 24 character strengths described in more detail in Peterson and Seligman 2004: 1 Wisdom and knowledge creativity, curiosity, open-mindedness,love of learning, perspective; 2 Courage authenticity,bravery,persistence, zest; 3 Humanity kindness, love. Social intelligence; 4Justicefairness,leadership,teamwork;5Temperanceforgiveness,modesty,p rudence, self-regulation; 6 Transcendence appreciation of beauty and excellence, gratitude, hope, humor, religiousness.Positive psychology's focus on such virtues and character strengths actually overlaps muchwith what the field of the psychology of religion has been studying andresearching for many years.Park 2003 therefore pointed out the need for positive psychology to be more aware of the psychology of religion and access more the contributions of the psychology of religion already available on some of the subject matter of positive psychology e.g., see Paloutzian & Park,2005. She emphasized, in particular, research that has been done in the psychology of religion on meaning in life and stress-related growthalso see Ryff & Singer, 2003, on resilience or flourishing under fire.With regard to stress-related growth. Park2003 reported that religiousness has been found to be related to growth in individuals experiencing a variety of stressful life events such as bereavement, hospitalization, having cancer, sexual assault, bringing up an autistic child, and testing positive for HIV. She also challenged researchers involved in the psychology of religion to relate their work and findings more to the rapidly growing field or movement of positive psychology. Positive psychology is therefore not without its critics and critiques e.g., see Held, 2004; also see Aspinwall & Staudinger,2003; Park, 2003;and Sandage & Hill, 2001. A biblical perspective on and critique of positive psychology will be briefly covered toward the end of this article.Applied Positive Psychology: Positive Prevention and Positive TherapySeligman 2002b has briefly described how positive psychology can be applied to prevention positive prevention and therapy positive therapy.In positive prevention he notes that the following human strengths, to name several,have been found to act as buffers against mental illness: courage, future-mindedness, optimism,interpersonal skill, faith, work ethic, hope, honesty, perseverance, the capacity for flow and insight. Positive prevention seeks to understand and learn how to develop and strengthen these virtues in young people. For example Seligman described the use of disputing of catastrophic thinking as a core skill in "learned optimism"programs that he has developed and found effective in preventing depression and anxiety in children and adults. He advocates identifying and developing or building positive human traits orstrengths in people at risk, so that effective prevention can occurusing a positive psychology approach: positive prevention.In positive therapy or using a positive psychology approach to the treatment of psychological or mental disorders, Seligman 2002b remindsus that there are some clear specifics in effective psy chotherapy, such as "applied tension for blood and injury phobia, penile squeeze for premature ejaculation, cognitive therapy for panic, relaxation for phobia, exposure for obsessive-compulsive disorder, behavior therapy for enuresis" p. 6. With regard to the so-called nonspecifics of effective psychotherapy, he proposed renaming them into two main classes or categories: tactics and deep strategies.Seligman 2002b listed the following as examples of tactics of good psychotherapy: "attention, authority figure, rapport, paying for services, trust, opening up, naming the problem, tricks of the tradee.g., "Let's pause here," rather than "Let's stop here"" p. 6. With regard to deep strategies, he believes that they are all techniques of positive psychology, and include instilling hope, narration or telling the stories of our lives, and the "building of buffering strengths" pg.6. Examples of strengths built in effective psychotherapy or positive psychotherapy are: "courage, interpersonal skill, rationality, insight, optimism, honesty, perseverance, realism, capacity for pleasure, putting troubles into perspective,future-mindedness, finding purpose" p.7.Seligman 2002b therefore emphasizes that a positive psychology approach to prevention and therapy---- positie prevention and positive therapy----will measure, understand and build the positive human traits or characteristics virtues and character strengths that make life worth living and that help individuals and communities not just survive or endure but also flourish.FlourishingRecently, there has been a greater emphasis on flourishing, focusing on good mental health and the life well lived rather than just on the absence of mental illness. Keyes and Haidt 2003 have edited a book on flourishing, referring to when people experience high levels of emotional, psychological and social well-being due to vigor and vitality, self-determination, continuous self-growth, close relationships and a meaningful and purposeful life see Tracey, 2005. Keyes 2005found in recent research with a nationally representative sample of adults age 25 to 74 years A^ 3,032 that only 18% of American adults met his criteriafor the categorical diagnosis of "flourishing." The majority of adults roughly 6 in 10 or 65.1% were in the "moderately mentally healthy"categorical diagnosis. About 17% of adults were found to be in the categorical diagnosis of "languishing" or mentally unhealthy. Nearly as many American adults were therefore found to be languishing 16.9% or rnentally unhealthy as were found to be flourishing 18% or mentally healthy. Keyes concluded that mental health is clearly a positive thing, and anything less than flourishing seems to fall short of healthy functioning in life since diagnoses less than flourishing wereassociated with higher levels of dysfunctions in terms of work reductions, health limitations, and psychosocial functioning.In a similarvein, Frederickson and Losada 2005 recently described positive affect and the complex dynamics of human flourishing. Based on Frederickson's 1998 broaden-and-build theory of positive emotions and Losada's 1999 non-linear dynamics model of team performance, they predicted that a ratio of positive to negative affect at or above 2.9will characterize individuals classified as in flourishing mental health. They conducted a study with two samples of university students totaling 188 participants who completed an initial survey to identify flourishing mental health, and then kept daily reports of experienced positive and negative emotions for 28 days. They found that the mean ratio ofpositive to negative affect was above 2.9 for those classified as flourishing and below 2.9 for those classified as not flourishing, andfelt that this discovery of the critical 2.9 positivity ratio may be a breakthrough.Frederickson and Losada 2005 also suggest that appropriatenegativity is a crucial ingredient within human flourishing that helps to maintain a grounded system, pointing out that the complex dynamics of flourishing may first show signs of disintegration at a positivity ratio of 11.6.They therefore propose the following prediction:Human flourishing is optimal functioning characterized by four key components: a goodness, indexed by happiness, satisfaction, and superior functioning; b generativity. indexed by broadened thought-action repertoires and behavioral flexibility;c growth, indexed by gains in enduring personal and social resources; and d resilience, indexed by survival and growth in the after-math of adversity. Each of these four components will be linked to positivity ratios at or above 2.9. p. 685 Empirical Validation of Positive Psychology Interventions toIncrease Individual HappinessSeligman et al. 2005 also reported the results of their most recent research efforts at empirically validating or supporting the efficacy of several positive psychology interventions aimed at increasing individual happiness. They first point out the need to better define happiness as a term consisting of at least the following three distinct aspects or dimensions Seligman, 2002a: "a positive emotion and pleasure the pleasant life; b engagement the engaged life; and cmeaning themeaningful life" p. 413. Their recent research has shown that the most satisfied people are those who pursue all three, with engagement and meaning carrying the most weight Peterson, Park, & Seligman, 2005.Seligman et al. 2005 conducted their first large randomizedcontrolled trial RCT using the random-assignment, placebo-controlled design on the efficacy of five internet-based happiness exercises and one placebo control exercise, with a convenience sample drawn from visitors to the web site created for Seligman's 2002a book Authentic Happiness. The initial sample consisted of 577 participants who completed baselinequestionnaires, including a measure of depression called the Center for Epidemiological Studies-Depression Scale or CES-D Radloff, 1977, and a new measure of happiness called the Steen Happiness Index or SHI that they developed. The final sample they used consisted of 41171%participants who completed all five follow-up assessments after the pre-test, immediate post-test after one week of intervention, 1 week follow-up, 1 month follow-up, 3 month follow-up and 6 month follow-up. The placebo control exercise was writing about early memories every night for one week Farly memories. The 5 happiness exercises were: 1 Gratitude visit participants were given a week to write a letter of gratitude and then deliver it personally to someone who had been especially kind to them but had not yet been appropriately thanked;2Three good things in life participants were asked to write down three things that went well and their causes daily for a week; 3 You at yourbest participants were asked to write about a period in their lives when they were at their best and to reflect on the strengths they had identified, and to review this daily for a week; 4Using signature strengths in a new way participants were given feedback on their topfive or"signature" strengths based on an inventory of character strengths they were asked to take online, and to use one of these top strengths in a different and new way daily for a week; 5Identifying signature strengths participants were asked to take the inventory of character strengths online, note theirfive top strengths, and use them more often for a week.Seligman et al. 2005 found in this Internet RCT that two of the happiness exercises or interventions using signature strengths in a new way and three good things increased happiness and reduced depressive symptoms for six months. Another happiness exercise, the gratitude visit resulted in large positive changes but only for a month. The other two happiness exercises yow at your best and identifying signature strengths and the placebo control (early memories' led to positive but temporary or transient effects on happiness and depressive symptoms. The long-term effects of the effective happiness exercises were greatest for the participants who continued the exercises on their own beyond the prescribed one week period of intervention.There are, of course, methodological limitations with such anInternet-based RCT, such as using a convenience sample with largely white, well-educated and financially comfortable participants who wereonly mildly depressed and interested in becoming happier. However, current studies being conducted by Seligman and his colleagues using packages of happiness exercises rather than isolated exercises delivered with human hands rather than through the Internet are showing large effect sizes for reducing depression and increasing happiness compared to the moderate effect sizes they found in this initial Internet-based study Seligman et al., 2005. Seligman et al. therefore concluded: We cannot resist thespeculation that happiness exercises may prove therapeutic in depressive "disorders. It is important to note that these interventions also reduced depressive symptoms lastingly, and in other studies we are finding that this effect is massive. In fact, an unspoken premise of all talk therapy is that it is beneficial to talk about one's troubles and to overcome them by confronting them。

积极心理资本对大学生职业发展的影响研究

积极心理资本对大学生职业发展的影响研究在如今竞争激烈的职场中，大学生职业发展面临着巨大的挑战。

然而，近年来研究发现，积极心理资本对大学生职业发展起到了重要的影响。

本文将探讨积极心理资本对大学生职业发展的影响，并分析其中的机制和策略。

一、积极心理资本的概念积极心理资本（Positive Psychological Capital）是由心理学家林德尔（Luthans）等人提出的概念，指的是个体具有的积极认知和态度、希望、自信以及乐观情绪等心理资源。

积极心理资本由四个构成要素组成，分别是自信（self-efficacy）、希望（hope）、乐观情绪（optimism）和坚韧（resilience）。

二、积极心理资本对大学生职业发展的影响1. 自信对职业发展的影响自信是指个体对自己能力的正确认知和信任，它能够增强大学生面对职业挑战时的勇气和信心。

大学生具备自信心理资本的个体更容易面对职业发展中的困难和挫折，更有可能取得成功。

2. 希望对职业发展的影响希望是指个体对自己未来有信心和期待的情绪状态。

拥有希望心理资本的大学生更积极主动地为自己的职业目标努力，更容易找到适合自己的职业发展方向，并能够保持对未来的积极态度。

3. 乐观情绪对职业发展的影响乐观情绪是指个体对未来积极的期望和预期。

研究发现，乐观的大学生更能够面对职业发展中的挑战和困难，并且更有能力解决问题和适应变化。

乐观的态度有助于他们保持积极的心态，积极应对职业发展过程中的压力。

4. 坚韧对职业发展的影响坚韧是指个体在面对挫折和逆境时能够继续努力并保持积极态度的能力。

大学生在职业发展过程中常常会面临不少的挫折和失败，而具备坚韧心理资本的个体更能够迎难而上，持之以恒地追求自己的职业目标。

三、积极心理资本的培养策略1. 培养自信心理资本大学生可以通过自我评估和自我反思来发现自身的优点和优势，从而增强自信心理资本。

此外，多参与各类实践活动和社团组织，锻炼实际能力，也有助于培养自信心理资本。

心理资本理论研究述评(全文)

心理资本理论研究述评随着经济全球化的进展，企业在市场化的经济环境下竞争趋于白热化，而企业的竞争实质上就是人才的竞争，只有拥有一批高素养的现代化人才，才有可能在竞争激烈的市场化环境中，打造自己的核心竞争力，不被市场淘汰。

各界学者为此进行过大量的研究，最初有学者提出，员工的人力资本——个体通过接受教育、培训而形成的知识、技能和经验等资源才是企业持续进展的核心，随后是社会资本理论——通过人际交往而形成的人际关系资源。

进入新世纪，竞争日趋激烈，单靠人力资本和社会资本已经无法让企业获得持续的竞争优势。

在此背景下，美国心理学家Fred Luthns等人（20XX）在马丁.塞里格曼（Mrtin Seligmn）的积极心理学及“积极组织行为学（POB）”的基础上提出了以强调人的积极心理力量为核心的“积极心理资本（Positive psychologicl cpitl）”概念，从而为企业的进展及人力资源开发及治理提供了新的研究方向。

Luthns等人对心理资本进行了大量研究，并取得大量的研究成果，在Luthns等人的影响下，国内外众多学者加入到心理资本的研究中，有学者提出心理资本是超越人力资本和社会资本的一种核心心里要素，通过投资并开发“你是谁”来猎取竞争优势，其基础由“你是谁”组成而不是“你知道什么”或“你知道谁”。

ZG作为当今世界经济进展最快的GJ，经济的进展有目共睹，但在这过程中也出现了诸多问题，其中关于人们幸福感、社会压力等心理层面的问题尤为突出。

作为ZG经济重要组成部分的企业组织，其员工心理的状况直接影响到企业的生存和进展。

一、心理资本的定义上世纪90年代，时任美国心理学学会（P）主席的马丁.赛里格曼（Mrtin Seligmn）早期致力于传统的消极心理学研究，进入世纪之交，他带领自己的团队对二战以来的50年的心理学研究进行整理发现，尽管半个世纪以来，对消极心理学的研究取得了长足的进展，但心理学忽略了大部分群体——健康个体心理的研究。

积极心理资本的发展与影响因素

篇名：The Development and Resulting Performance Impact of Positive Psychological Capital作者：Fred Luthans, James B. Avey, Bruce J. Avolio, Suzanne J. Peterson期刊：HUMANRESOURCEDEVELOPMENTQUARTERLY时间：2010概念：心理资本：心理资本关注的不是你是谁，而是你将要变成什么（Luthans,Youssef et al., 2007），心理资本是一种个人的积极心理状态，包含四个基本的特征，自我效能、积极主义、期望、恢复力。

本文对心理资本的概念定义是介于类状态与类特征之间的，既不是无法改变的也不是很容易就能改变的，（状态是一些心情、压力等容易改变的，而特征是诸如智商、天赋个性等难以改变的，从这两个维度出发可以分为四类，一是纯状态的诸如心情、快乐，而是偏向状态的积极主义、效率、希望，三是偏向特征的大五人格、自我评价，四是纯特征的天赋、智商等）。

心理资本里期望的概念是Snyder在1994年提出的一种授权的思维方式，其假设人们是目标导向的并且努力去完成一些东西，并且他认为期望包含代理（agency意志力）与小路（pathways）两个部分（Snyder,2000; Snyder, Rand, & Sigmon, 2002）。

代理表示的是一个个体努力去实现既定目标的能力与动机，而小路代表的是为实现目标而产生的路径的能力，具有高期望的个体是能够在一个给定情境下发现一条甚至多条实现目标的路径。

代理是给与了组织中的个体以动力去实现工作相关的目标，而小路则是确定了目标的方式。

而研究表明这些都是可以通过培训得到的，因此本文对期望定义为可以在工作场所通过短期训练获得的。

心理资本中的积极主义。

Carver and Scheier把积极定义为人们期望好的事情会发生在自己的身上，积极主义者即使在遇到困境的时候也能努力去达成目标，但是Seligman之后积极主义是可以学习得到的称作“学习的积极主义”，所以本文认为即使个人可能是积极主义或者悲观主义的，但是可以通过干涉学习来提高积极主义。

心理资本

心理资本一、概述心理资本简称：PCA（Psychological Capital Appreciation），是指个体在成长和发展过程中表现出来的一种积极心理状态，是超越人力资本和社会资本的一种核心心理要素，是促进个人成长和绩效提升的心理资源。

心理资本是企业除了财力、人力、社会三大资本以外的第四大资本，包含自我效能感（自信）、希望、乐观、坚韧、情绪智力等。

企业的竞争优势不是财力，不是技术，而是人。

人的潜能是无限的，而其根源在于人的心理资本。

党的十七大报告提出，加强和改进思想政治工作，注重人文关怀和心理疏导，用正确方式处理人际关系。

主要强调了采取科学的方式去引导、帮助人们面对和疏导心理问题的重要性。

现今学校主要面临的问题是：学生存在学习压力和思想压力，老师关注薪酬福利但更关注成长进步。

他们能接受工作繁重和薪酬下降的现实，但迫切需要心理安慰，这就需要我们管理者来学习如何营造积极、健康、阳光的心态，而并非等老师有了心理问题在去解决。

应该从心理学的角度拓宽管理视野，掌握帮助老师提升心理素质的方法和心理辅导的技术，引导学生以积极的情绪投入学习中，从而激发团队活力和激情，促进工作绩效提升，帮助学生成绩提升。

随着失业或岗位变动带来的高度紧张，面临更大的不确定性和压力。

这是高校面临的非常现实的思想问题和心理问题。

如果不能适当处理紧张心理状态，容易降低满意度和对组织的承诺，最终对绩效产生负面影响。

随着教职员工素质的普遍提高，多数人处在“被尊重”和“自我价值实现”的高需要层次上，对心理关爱的起点要求也高。

心理问题相对敏感，容易产生顾虑甚至抵触情绪。

如何营造健康、积极、阳光的心态。

为了求生存、谋发展，培养自信、乐观、满怀希望、强坚韧性的就显得特别重要。

人的发展、成功和幸福不仅需要环境和社会文化等，更需要充分认识和发掘个人内在的积极心理品质，心理资本是将心理学和管理学的理论与实践相结合，从心理学的角度拓宽管理视野，掌握帮助提升心理素质的方法和心理辅导的技术，引导以积极的情绪投入工作，从而激发团队活力和激情，促进工作绩效提升，帮助学生成体提升。

心理学中的积极心理资本

心理学中的积极心理资本积极心理资本（Positive Psychological Capital）是指由希望、乐观、自尊和坚韧四个要素构成的心理资源，被认为可以对个体的幸福感、工作表现和健康状况等产生积极影响。

本文将详细介绍积极心理资本的概念、构成要素、对个体的影响以及培养方法。

一、积极心理资本的概念1. 积极心理资本的定义2. 积极心理资本的来源和发展二、积极心理资本的构成要素1. 希望（Hope）a. 希望的特征及其作用b. 如何培养和增强希望心理2. 乐观（Optimism）a. 乐观的特点及其益处b. 培养和增强乐观主义的方法3. 自尊（Self-Esteem）a. 自尊的定义及其重要性b. 如何提升自尊心理状态4. 坚韧（Resilience）a. 坚韧心理的意义与作用b. 培养坚韧性格的途径和技巧三、积极心理资本对个体的影响1. 幸福感的提升a. 积极心理资本与主观幸福感的关系b. 通过培养积极心理资本提升自身幸福感2. 工作表现的改善a. 积极心理资本与工作满意度和工作绩效的关联b. 如何运用积极心理资本提升工作表现3. 健康状况的提升a. 积极心理资本与身心健康的关系b. 如何利用积极心理资本维护身心健康四、培养积极心理资本的方法1. 培养希望心理的方法a. 设定明确的目标和计划b. 培养积极的自我对话和思考2. 培养乐观心态的方法a. 态度转变的重要性和方式b. 建立积极的日常习惯和行为3. 提升自尊心理的方法a. 培养积极的自我价值观b. 接纳自己的缺点和反思自我价值的方式4. 培养坚韧心理的方法a. 借助社会支持和资源的力量b. 注重自我调适和情绪管理的训练通过学习积极心理资本的概念、构成要素以及培养方法，个体可以积极调动自身的心理资源，更好地应对挑战、提升幸福感、改善工作表现和健康状况。

这对个体的心理健康和社会发展都具有重要意义。

因此，我们应当重视积极心理资本的培养和应用，以促进个体的全面发展和社会的繁荣。

积极心理学

积极心理学积极心理学(positive psychology)是20世纪末西方心理学界兴起的一股新的研究思潮。

这股思潮的创始人是美国当代著名的心理学家马丁·塞里格曼·谢尔顿（Kennon M.Sheldon）和劳拉·金(Laura King)他们的定义道出了积极心理学的本质特点“积极心理学是致力于研究普通人的活力与美德的科学。

”积极心理学主张研究人类积极的品质，充分挖掘人固有的潜在的具有建设性的力量，促进个人和社会的发展，使人类走向幸福，其矛头直指过去传统的“消极心理学”。

它是利用心理学目前已比较完善和有效的实验方法与测量手段,研究人类的力量和美德等积极方面的一个心理学思潮。

积极心理学（Positive Psychology），中国大陆翻译为“积极心理学”，中国台湾翻译为“正向心理学”，中国香港翻译为“正面心理学”。

积极心理学的基本主张积极心理学主张心理学应对普通人如何在良好的条件下更好地发展、生活、具有天赋的人如何使其潜能得到充分地发挥等方面进行大量的研究。

它认为，心理学的三项使命：治疗精神疾病、使人们的生活更加丰富充实、发现并培养有天赋的人，在二战之前均得到研究者同等程度的关注[1]。

而二战之后，心理学成了一门大力致力于治疗的科学，它的研究焦点集中于测评并治愈个人心理疾病，出现了大量对于心理障碍的研究以及对离婚、死亡、性虐待等环境压力对个体造成的负面影响的研究。

Seligman曾注意到在对人类情绪的研究中,就有约95%的研究是关于抑郁、焦虑、偏见等负性情绪的研究。

在对精神疾病的了解和疗法取得巨大进步的同时，心理学却忘记了它的另外两项使命，逐渐成为一门受害者科学。

注意到这种现象，积极心理学认为：心理学不仅仅应对损伤、缺陷和伤害进行研究，它也应对力量和优秀品质进行研究；治疗不仅仅是对损伤、缺陷的修复和弥补，也是对人类自身所拥有的潜能、力量的发掘；心理学不仅仅是关于疾病或健康的科学，它也是关于工作、教育、爱、成长和娱乐的科学。

积极心理资本原文

Positive psychological capital:Beyond human and social capitalFred Luthans ，Kyle W. Luthans and Brett C. LuthansWith the rising recognition of human resources as a competitive advantage in today’s global economy, human capital and, more recently, social capital are being touted in both theory, research, and practice. To date, however, positive psychological capital has been virtually ignored by both business academics and practitioners. “Who I am” is every bit as important as “what I know” and “who I know.” By eschewing a preoccupation with personal shortcomings and dysfunctions and focusing instead on personal strengths and good qualities, today’s leaders and their associates can develop confidence, hope, optimism, and resilience, thereby improving both individual and organizational performance.For years, business academics and practitioners have operated in the belief that sustained competitive advantage could accrue from a variety of industry-level entry barriers, such as technological supremacy, patent protections, and government regulations. However, technological change and diffusion, rapid innovation, and deregulation have eroded these widely recognized barriers.In today’s environment, which requires flexibility, innovation, and speed-to-market, effectively developing and managing employees’ knowledge, experiences, skills, and expertise—collectively defined as “human capital”—has become a key success factor for sustained organizational performance. Traditionally, economic capital (both financial and tangible assets such as plant and equipment) has received all the attention. But enlightened managers today recognize the importance not only of tangible assets, data, and physical resources, but also of this intangible human capital (sometimes called intellectual capital)—“human” referring to the people working at all levels of the organization, and the economic term “capital” referring to the resources withdrawn from consumption that are invested for future anticipated returns. Bill Gates has been known to comment that the most important assets in his company walk out the door every night. In other words, he recognizes that the collective knowledge, skills, and abilities of his employees represent a distinctive competency that has created value and set Microsoft apart from its competitors.The value created when human capital is aligned with corporate strategy and fully engaged in making the enterprise effective has been researched extensively by Harter, Schmidt, and Hayes (2002) and others and found to have a significant positiveimpact on performance outcomes. Regardless of the recent downturn in the equity market, the past two decades have seen the market-to-book-value ratio of the S&P 500 go from about 1:1 to around 5:1. Oxman (2002) and others have attributed this increase to the development of new models of company value that include human capital measurements to better account for a corporation’s true worth.In a recent study of Fortune 500 and Europe 500 executives by the Conference Board (2002), 86 percent of the participants said the main motivation for human capital measurement was to improve the company’s bottom line. But isolating the specific contribution of human capital can be difficult. In the old economy, performance could be linked to a certain level of output or production. In the new economy, where value is increasingly derived from intangible sources, measurement has become more challenging. Dzinkowski (2000) has recommended such methods as market-to-book ratio, Tobin’s q, and a sophi sticated calculated intangible value (CIV) technique for measuring the specific impact of human capital on corporate performance. No matter which method is used, it does seem consistent with the resource-based theory of the firm that human capital can provide a company with an asset that is valuable, rare, and difficult to replicate—andtherefore a source of sustained competitive advantage.The cousin of human capital is considerably more subtle or intangible and difficult to measure. Specifically, social capital refers to resources of trust, relationships, and contact networks. As shown in Figure 1, human capital is simply “what you know,” whereas social capital is “who you know.”Social capital can be used both inside a firm (“Whom can I turn to for help in solving this problem?”) and outside it (“Who can advise me on finding the best price and quality in making this purchasing decision?”). Some suggested ways to measure and evaluate social capital involve the size, structure, and composition of networks. In a recent comprehensive review of the research literature, Adler and Kwon (2002) found that social capital has a positive impact both on HR areas, such as career success, turnover, executive compensation, and job search help, and on organizational areas, such as inter-unit resource exchange, entrepreneurship, supplier relations, regional production networks, and intercompany learning.Like human capital, the recognition of and investment in social capital seems vital to the success and competitive advantage of organizations both today and tomorrow. However, we propose that the time has now come to go beyond both these types of assetsand embrace what we term “positive psychological capital.”The meaning and capacities of positive psychological capitalAlth ough the term “psychological capital” has been mentioned briefly in various works on economics, investment, and sociology, we draw on the emerging positive psychology movement for our definition. Very briefly, positive psychology got its start just a few years ago when research psychologist Martin Seligman challenged the field to change from a preoccupation with what is wrong and dysfunctional with people to what is right and good about them. Specifically, it focuses on strengths rather than weaknesses, health and vitality rather than illness and pathology. In his recent book on Authentic Happiness, Seligman (2002) first asked the question of whether there is psychological capital, and if so, what it is and how we get it. He answered the question by suggesti ng that “when we are engaged (absorbed in flow), perhaps we are investing, building psychological capital for our future.”Applied to the workplace, this “flow” can be restated in terms of personal and organizational goal alignment and job fit. As shown in Figure 1, we maintain that psychological capital lies beyond human and social capital and basically consists of “who you are” rather than what or who you know. Specifically, we are referring to thefour positive psychological capacities of confidence, hope, optimism, and resilience—four states that have also been used by Stajkovic (2003) in his core confidence factor for work motivation.Drawn from positive psychology and, more recently, what we have termed “positive organizational behavior,” or POB, such capacities are measurable, open to development, and can be managed for more effective work per-formance, according to Luthans (2002a, b). The following paragraphs briefly summarize these four states as they apply to today’s workplace and contribute to positive psychological capital, with a return of improved performance such as higher productivity, better customer service, and more employee retention.1. Confidence.Stajkovic and Luthans (1998b) define confidence(or self-efficacy) as the “individual’s conviction…about his or her abilities to mobilize the motivation, cognitive resources, and courses of action needed to successfully execute a specific task within a given context.” Beginning with the considerable theory and research of wellknown psychologist Albert Bandura, confidence as a positive psychological capital capacity has been demonstrated to have a strong positive relationship to work-related performance. Moreover, Bandura (1997) and others have clearly shown through research and subsequent application in theworkplace how confidence can be developed.2. Hope.Though not as theoretically rich or as widely researched or applied to the workplace as confidence, hope can nonetheless make an important contribution to positive psychological capital. Commonly used in everyday language, Snyder et al. (1991) define it precisely as “a positive motivational state that is based on an interactively derived sense of successful (a) agency (goal-oriented energy) and (b) pathways (planning to meet goals).” Although on the surface hope appears very similar to the other positive capacities, considerable theoretical and measurement analyses demonstrate its conceptual independence and discriminant validity. In particular, the pathways or “waypower” dimension of hope as defined here makes an important differentiation with the common use of the term and the other psychological capital capacities. There is considerable evidence of its positive impact on academic and athletic performance. However, only a few direct and indirect studies—including Adamset al. (2003) and Peterson and Luthans (2003)—have examined its impact on workplace performance. Nevertheless, these workplace studies are promising.3. Optimism. Because of the theory and research of Seligman, optimism is perhaps more closely associated with overall positivepsychology than the other constructs. Like hope, optimism is a commonly used term, but Seligman’s (2002) definition draws from attribution theory in terms of two crucial dimensions of one’s explanatory style of good and bad events: permanence and pervasiveness. Specifically, optimists interpret bad events as being only temporary (“I’m exhausted”), while pessimists interpret bad events as being permanent (“I’m all washed up”). The opposite is true for good events, for which the optimist makes a permanent attribution (“I’m talented”) and the pessimist a temporary attribution (“I tried very hard on this one”). Whereas permanence has to do with time, pervasiveness has to do with space. For bad events, optimists make sp ecific attributions (“I had a problem with this computer program”), while pessimists make universal attributions (“I’m just computer illiterate”); again, the opposite is true for good events (an optimist is “a computer whiz,” while a pessimist “does know E xcel”). Seligman (1998) provides some evidence of the positive impact of measured optimism on desirable workplace outcomes reporting salespersons’ high performance and retention at the Metropolitan Life Insurance Company.4. Resilience.Though a mainstay of positive psychology coming mostly out of child psychopathology, resilience has received scant attention in organizational behavior and HRMresearch. Yet this capacity to “bounce back” from adversity or even dramatic positive changes is particularly relev ant in today’s turbulent business environment. At first, resilience was thought to be quite rare in people, but now, says Masten (2001), there is evidence that it can come “from the everyday magic of ordinary, normative human resources” and “has profound i mplications for promoting competence and human capital in individuals and society.” According to Coutu (2002), the common themes/profiles of resilient people are now recognized to be (a) a staunch acceptance of reality, (b) a deep belief, often buttressed by strongly held values, that life is meaningful, and (c) an uncanny ability to improvise and adapt to significant change. Except for its application to stress resistance, only surface attempts have been made to use resilience to advocate how leaders, associates, and overall organizations can bounce back from hard times. However, the rich theory and extensive research from clinical and positive psychology suggest that it too, like its three counterparts, can contribute to positive psychological capital with a return of desired performance outcomes.The four positive psychological capacities of confidence, hope, optimism, and resilience are measurable, open to development, and can be managed for more effective workperformance.。

心理资本,积极心理资本

龙源期刊网心理资本，积极心理资本作者：肖晶来源：《大学生》2012年第21期心理资本，管理学心理学新概念随着校园里秋意渐浓，又一年的招聘季拉开了帷幕。

大四生们忙着投简历的时候，常常会盯着世界500强企业、中国500强企业，在学生们海投简历的招聘网站上，会发布诸如每年度的最佳雇主这样的排行榜，不少同学在这些名单上圈圈画画。

这里，我想谈谈这些与企业相关的排名，比如最令人敬仰的企业、最佳工作场所、最佳雇主，反映出另一方面的问题。

那就是，在企业管理学中，重视财力、物力、技术、市场、利润之外，越来越重视人的力量。

在经济学、投资学和社会学等专家的研究中，对于经济资本、人力资本和社会资本有了很多的讨论和分析，2005年，国际管理协会的主席Luthans以积极心理学（positive psychology）和积极组织行为学（positive organizational behavior）的观点为思考框架，提出了以强调人的积极心理力量为核心的“积极心理资本（positive psychological capital）”的概念。

他主张的心理资本是指人的积极心理状态，主要包括自信或自我效能感（confidence or self-efficacy）、希望（hope）、乐观（optimism）和坚韧性（resilience）四个方面。

心理资本相对于人力资本和社会资本有什么不同？可以这样来解释：人力资本就是what yow know。

如果你有拥有某种技能，企业会雇用你；如果你有某种知识和理念，那么你对企业来讲是有价值的。

社会资本讲的是你认识谁、有什么关系网络、有什么样的朋友圈子，也就是人脉。

心理资本讲的是who you are，你是谁。

你是有自信力量的人吗？你是充满希望和乐观的人吗？你是面对压力和竞争面对种种挫折和困境却有很强的反弹能力的人吗？虽然，心理资本的概念是从管理学出发提出的，但是跟心理学研究方向的改变有着密切关系。

社会心理学视角下的积极心理资本研究

社会心理学视角下的积极心理资本研究摘要：积极心理资本是指个体内在的积极心理特质，包括乐观、希望、自尊和坚韧。

本文从社会心理学的角度出发，探讨了积极心理资本的定义、构成要素以及其对个体和社会的影响。

通过对现有研究的综述，我们发现积极心理资本在提高个体幸福感、心理健康和工作表现方面具有重要作用。

此外，积极心理资本也对组织和社会具有积极的影响，可以促进创新、减少工作压力和提升团队合作。

因此，进一步研究和培养积极心理资本对于个体和社会的发展具有重要意义。

第一部分：引言社会心理学视角下的积极心理资本研究已经成为近年来心理学领域的热点。

随着人们对心理健康和幸福感的重视，积极心理资本作为一种内在的心理资源，受到了广泛关注。

本文旨在从社会心理学的角度出发，对积极心理资本进行深入研究，探讨其定义、构成要素以及对个体和社会的影响。

第二部分：积极心理资本的定义和构成要素积极心理资本是由正向的心理特质组成的，包括乐观、希望、自尊和坚韧。

乐观是指个体对未来持有积极预期和信念，相信未来会更好。

希望是指个体对未来目标的追求和期待，具有积极的动力和行动力。

自尊是指个体对自己的肯定和自信，能够正确评价自己的价值和能力。

坚韧是指个体在面临挑战和困难时的坚持和毅力，能够积极应对和克服困难。

第三部分：积极心理资本对个体的影响积极心理资本对个体的影响主要体现在幸福感、心理健康和工作表现等方面。

研究表明，具有较高积极心理资本的个体更容易感受到幸福和满足，能够更好地应对生活中的挑战和压力。

此外，积极心理资本还与个体的心理健康密切相关，能够减少焦虑、抑郁等负性情绪的出现。

在工作领域，具有积极心理资本的个体更具有创造力和创新能力，能够更好地适应工作环境和应对工作压力。

第四部分：积极心理资本对社会的影响积极心理资本不仅对个体有积极影响，也对组织和社会具有重要意义。

在组织层面，具有较高积极心理资本的员工更具有团队合作精神，能够积极参与协作和共享知识，促进团队的创新和发展。

浅析幼儿教师积极心理资本的内涵及意义

浅析幼儿教师积极心理资本的内涵及意义作者：吴爽来源：《科教导刊》2014年第21期摘要积极心理资本是人们在成长发展中表现出的一种积极心理状态。

本文试图将积极心理资本引入到幼儿教育领域，探讨挖掘幼儿教师积极心理资本的用意，进而为幼儿教师积极心理资本的构建和发展提供可借鉴的理论和现实依据。

关键词幼儿教师积极心理资本积极心理学中图分类号：G451 文献标识码：AThe Analysis of Concept and Function of PreschoolTeachers' Positive Psychological CapitalWU Shuang（College of Pre-school Education， Chongqing University of Education， Chongqing 400065）Abstract Positive psychological capital is defined as a positive mental state in people's growth. Using it into the field of preschool education， this paper discusses the concept and function on exploiting preschool teachers' positive psychological capital， then provides useful theory and practical basis for the construction and development of preschool teachers' positive psychological capital.Key words preschool teacher； positive psychological capital； positive psychology随着全社会对心理健康问题重视程度的不断提高，大量心理学研究表面，积极的心理体验是个体成功的主要动因，是人类赖以生存和发展的核心要素。

中职学生干部积极心理资本的培养研究

中职学生干部积极心理资本的培养研究作者：苏利娟谢璐来源：《广东教育（职教版）》2024年第07期一、心理资本概述积极心理资本简称心理资本，是指个体所具备的一种积极心理状态，包括自我效能、乐观、韧性、希望四个方面。

中职学生干部积极心理资本是指学生干部在学习与协助教师进行学生管理工作中所具备的一种积极心理发展状态，具体表现为：在学习与协助教师进行学生管理工作中面临困难和挑战时对自己有充足的信心获得成功（自我效能）；在学习与学生服务管理工作中付出必要努力，对学习与学生服务管理工作目标采取坚持不懈的态度，为了达成目标，在特殊情况下甚至能够重新选择实现目标的路径（希望），对目前以及未来的学习与学生服务管理工作持肯定与乐观的态度（乐观），当遇到学习以及学生服务管理工作上的困境时，能够承受住压力，并能迅速恢复以及采取各种有效方法来应对压力，并取得学习与学生服务管理任务上的成功（韧性）。

二、中职学生干部存在问题结合文献研究和前期的“中职学生干部心理资本现状及影响因素的调查研究”及工作中对学生干部的了解发现，中职学校学生干部群体中，存在以下问题：1.学生干部定位不清，缺乏服务意识。

学生干部的主要职责是服务学校、服务教师、服务学生，同时通过这一职位的锻炼提升自己的职业素养，实现自我成长。

目前，部分学生干部存在一定的功利性，竞选学生干部的目的是享受担任学生干部所带来的利益，而并非是为学校、教师、普通学生做好服务。

2.学生干部能力不足，心理素质相对较差。

学生干部队伍中大多以一、二年级学生为主，三年级学生由于见习以及准备职教高考等原因，逐渐退出学生干部队伍。

一、二年级学生干部成员中，有些学生在小学、初中从未担任过学生干部，缺乏相应的管理经验，人际交往能力、问题处理能力、心理承受能力较差，性格急躁，一旦遇到问题，容易引发挫败感，产生负面情绪，甚至中途退出学生干部队伍，影响队伍的稳定性。

3.学生干部示范性欠缺，存在一定的行为偏差。

积极心理资本

积极心理资本积极心理资本：超越人力资本和社会资本在如今经济全球化的趋势下，人们越发深刻地意识到人力资源是企业保持竞争力的强大优势。

其中，人力资本以及现在的社会资本已经在理论、研究和应用方面得到了广泛的宣传。

然而到目前为止，积极心理资本几乎已经被商业学者和教育工作者忽视了。

“我是谁”与“我知道什么”、“我认识谁”一样重要。

现在的领导和员工已经不再把注意力放在如何避免个人缺点和负面的问题上，取而代之的是把焦点放在信心、希望、乐观和韧性上，通过这些积极的心理特点同时提高个人和组织的绩效。

数年来，商业学者和教育工作者一直秉持着这样一个理念，即持续的竞争优势来自于一系列层级的进入门槛，例如技术垄断、专利保护和政府政策。

然而，科技的发展与变革，快速创新以及政府管制已经降低了这些被广泛认可的门槛。

在今天追求灵活性、创新、产品的快速上市的环境中，有效地提高和管理员工的知识、经验、技能和专业水平，以上这些同时被定义为“人力资本”——它已经成为持续的组织绩效的关键成功因素。

传统意义上的经济资本(金融资本和有形资产，例如植物和设备)已经引起了人们的广泛注意。

但是现在开明的经理已经认识到，无形的人力资本（有时候也称为智力资本）和有形的资产、数据和自然资源一样重要。

“人力”是指组织中各个层次的工作人员，而在经济术语中“资本”是指那些退出消费了的，为将来可预期的回报做出投资的资源。

比尔。

盖茨说过一句被大家公认的话：在我公司里，最重要的资产每天晚上都走出房间。

换句话说，他认识到公司员工的集体知识、技能和能力展现了微软独特的能力，创造了价值，使微软和它的竞争者区别开来。

Harter, Schmidt, Hayes 和其他学者(2002)广泛研究了当人力资本和企业战略一致时，可以通过人力资本使企业更有效地运行，最后发现人力资本在绩效表现上有明显的积极作用。

忽略最近股票市场的下滑，过去的二十年已经看到了S&P 500的市价净值率从约1:1 提升到5:1。