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RELATIONSHIP OF PSYCHOLOGICAL CAPITAL AND EMPLOYABILITY IN LIAOCHENG UNIVERSITY IN SHANDONG PROVINCE

A Doctoral Dissertation
Presented to
the Faculty of the
College of Education Graduate Studies
De La Salle University - Dasmarińas

In Partial Fulfillment
of the Requirements for the Degree
Doctor of Philosophy
Major in Educational Management

LI RAN

October 2019

ABSTRACT

ACKNOWLEDGMENTS

TABLE OF CONTENTS

Page
TITLE PAGE 2
ABSTRACT
APPROVAL SHEET
ACKOWLEDGMENTS
TABLE OF CONTENTS 3
LIST OF TABLES
LIST OF FIGURES
Chapter
1 THE PROBLEM AND ITS BACKGROUND
Introduction 6
Conceptual Framework 10
Statement of the Problem 13
Hypothesis of the Study 15
Scope and Limitations of the Study 15
Significance of the Study 16
Definition of Terms 18
2 REVIEW OF RELATED LITERATURE
Psychological Capital 21
Dimensions/ Structure of Psychological Capital 23
Measurement of Psychological Capital 32
Employability 34
Dimensions/ Structure of Employability 36
Cultivation of College Students’ Employability 40
Demographic 42
Relationship between Psychological Capital and Employability 47
Synthesis 50
3 METHODOLOGY
Research Method/ Design 52
Population and Sampling 53
Respondents of the Study 54
Research Instrument 55
Validation and Test of Reliability of Instruments 56
Data Gathering Procedure 57
Statistical Treatment and Analysis of Data 58
4 PRESENTATION, ANALYSISI AND INTERPRTTATON OF DATA
Problem 1(不需要写具体问题) 61
Problem 2
Problem 3
Problem 4
Problem 5
Problem 6
Problem 7
5 CONCLUSIONS AND RECOMMENDATIONS
Summary
Conclusions
Recommendations
REFERENCE 61
APPENDICES
A Letter of Request 70
B Questionnaire for Respondents 71
C Focus Group Discussion Topic Guide 75
D
E
F
G About the Author 76
REPORT OF ADVISING TIME 78

LIST OF TABLES

Table 1 Profile of the respondent students in terms of gender
Table 2 Profile of the respondent students in terms of Majors
Table 3 Profile of the respondent students in terms of Levels of students
Table 4
Table 5

LIST OF FIGURES

Chapter 1

THE PROBLEM AND ITS BACKGROUND

Introduction
While the employment of college students is gradually becoming market-oriented, the pace of popularization of higher education in China is also accelerating, and the university admission rate is increasing year by year. Since the increase in university enrollment in 1999, the number of higher education enrollments in the country has consistently exceeded the historical record. According to the statistics of the Ministry of Education, in 1999, the number of students enrolled in higher education institutions was 1.6 million. Compared with 1998, the enrollment in 1999 increased nearly 48%. According to the 2019 Government Work Report (State Council, 2019), the number of university graduates has exceeded 800,000,000, a record high. At the same time, among the job seekers of the 2019 students, only 35.6% of the respondents reported that they had received employment offers.
Liaocheng University is a key comprehensive university in Shandong Province of China. It has 24 colleges and more than 20,000 students. In 2017, there are almost 8,000 graduates, and 42.29% of them get employment offers. In 2018, there are 7800 graduates, and 35.22% of them get employment offers. The situation gets worse in 2019. In 2019, there are 7900 graduates, and 28.53% of them get employment offers. These figures are lower than the published data (60.46% in 2017, 57.77% in 2018 and 51.26% in 2019) because they excluded students who go abroad, continue their studies and start their own businesses (Liaocheng University, 2017) (Liaocheng University, 2018) (Liaocheng University, 2019). Only the ones who get offer/ are employed are included.
Faced with the severe employment situation, many college graduates attribute their employment difficulties to the insufficient overall demand of the labor market. However, from another perspective, employers often struggle to find suitable talents. Manpower Group, the world’s leading human resources service provider, pointed out in Talent Shortage Survey in 2018 that China’s talent shortage had increased. According to the survey, 13% of employers said they were facing a shortage of talent, up 3% from the last survey in 2016. Nearly half of employers said the lack of experienced and competent candidates was the most significant obstacle to recruitment (PR Newswire, 2018). The situation is that even though there are many jobs, employers can’t find “suitable” applicants because they question whether the applicants who have the right attitude towards work and whether their psychological characteristics are positive. For example, employers inquire if applicants are impatient, complain a lot or not a team player? It appears that a high education degree does not always equate with a high-quality job applicant. In the highly competitive job market, academic qualifications and diplomas have been placed in secondary positions by more and more employers, and the ability and quality have become the key factors for employers to examine job seekers/ college students (Cheng Wei, 2016). It can be seen that another important reason why it is difficult for college graduates to find jobs is that a large number of college students have low ability and quality, that is, lack of employability, and do not have the ability required by the new social environment and new economic development. Therefore, in order to solve the employment problem of college students, it is essential for colleges and universities and college students themselves to consider other factors and dimensions (i.e. psychological capital) that influence employability.
When dealing with problems, individuals with high psychological capital can flexibly and adaptively use different abilities to meet the dynamic requirements of work. At the same time, individuals’ psychological capital can also enable them to experience a stronger sense of responsibility and happiness (Luthans 2004 cited in Shi Bianmei, 2014). However, only few previous studies have analyzed the employability of college students from the perspective of psychological capital, as well as the predictive power of college students’ psychological capital to employability, and few scholars have conducted studies on the correlation between college students’ psychological capital and employability. Zheng Weiqin (Zheng 2010 cited in Wu, 2015) believes that, cultivating the good psychological quality of college students is an effective way for college students to improve their employability and adapt to society as soon as possible. Lin Ping et al. pointed out that colleges and universities should introduce psychological capital development into the talent cultivation process of college students, and cultivate and enhance the psychological capital of college students, which can make them more competitive advantage in the future society. Is the psychological capital of college students really related to employability? If so, what is the correlation? Would it help college students enhance their employability by adjusting their psychological capital? And so on. These are all questions that are worth studying.
To explore this research gap, this study will explore the employability of college students from the perspective of psychological capital, which can enrich the research results of employability of college students. The domestic research on the improvement of college students’ employability has a short history. It mainly discusses how to improve college students’ employability from the aspects of training mode and employment guidance, but seldom discusses the influence of psychological capital on college students’ employability. The research results of correlation of college students’ psychological capital and employability can help universities to comprehensively grasp the composition of contemporary college students’ psychological capital and employability as well as their differences in different demographic variables. Meanwhile it is helpful for scientific understanding of college students with different backgrounds; helpful to develop targeted psychological capital development and employment improvement programs in universities; helpful to strengthen the cultivation of college students’ employability, hence this proposed study.

Conceptual Framework
The study will be guided by the interpretation of Luthans (Luthans 2007 cited in Zhou, 2016) and Lv (2012) along with the finding of Zhou in 2016.
In this study, students’ employability will be explored to psychological capital. Figure 1 shows the framework of the study.

The paradigm exhibits the variables considered in this study. It further illustrates the independent variable which includes the level of Psychological Capital (PC) with the following dimensions: (a) self-efficacy, (b) optimism, © hope, and (d) resilience, while the dependent variable includes the level of employability with the following dimensions: (a) practical ability, (b) adaptability, © interpersonal communication ability, (d) employment self-confidence, and (e) self-development ability.
Luthans believes that psychological capital is a positive psychological state that is manifested in the process of an individual’s growth and physical and mental development. It mainly includes four dimensional factors (components), namely self-efficacy, optimism, resilience and hope. Lv believes that college students’ employability is a kind of ability that is generally needed for employment and can be acquired through learning and experiences. It does not include the special abilities required to perform work in specific and professional fields, but more of a potential trait. The employability of college students includes five dimensions: practical ability, adaptability, interpersonal communication ability, employment self-confidence and self-development ability. Zhou (2016) believes that the dimensions of psychological capital have a positive impact on the employability of graduates. Among the dimensions that have a positive impact on the employability of the independent colleges, self-efficacy has the greatest impact.
In Lee’s study on the relationship between college students’ psychological capital and employability (2015), the differences between psychological capital and employability were compared according to the demographic variables of gender, level, student cadres’ experience or not. The results show that there are significant differences in gender and level of college students’ psychological capital, as well as employability. In Zhang’s research on college students’ psychological capital in 2015, the research results show that in terms of family origin and course, college students’ psychological capital has significant differences in overall and “self-efficacy” dimensions. In terms of only child or not and family income, psychological capital of college students only has significant difference in self-efficacy dimension. However, different samples from different studies have drawn different conclusions, or even the opposite. Therefore, it is not possible to apply the results of a study to students of Liaocheng University and draw a suitable planned development program. Based on these studies, the researcher selects four major demographic variables to investigate the difference in psychological capital according to the demographic variables, as well as the employability.
The result of the study will be the basis of planned school psychological capital development program.

Statement of the Problem
This research will try to answer the following questions:

What is the profile of the respondent students of Liaocheng University in terms of
1.1 Courses enrolled in/ Colleges;
1.2 Levels of students;
1.3 Only child or not;
1.4 Place of origin?
What is the level of psychological capital of the respondents in terms of
2.1 Courses enrolled in/ Colleges;
2.2 Levels of students;
2.3 Only child or not;
2.4 Place of origin?
What is the level of employability of the respondents in terms of
3.1 Courses enrolled in/ Colleges;
3.2 Levels of students;
3.3 Only child or not;
3.4 Place of origin?
Are there significant differences in the level of the psychological capital of the respondent when they are grouped according to their demographic profile?
Are there significant differences in the level of their employability when they are grouped according to their demographic profile?
Are dimensions of psychological capital significant predictors of employability of respondents?
Based on the findings, what psychological capital development program may be proposed?

Hypothesis of the Study
Pertaining to the questions of this study, the following research hypotheses were put into test:

There are no significant differences in the respondents when they are grouped according to college, level of students, only child or not, and place of origin as to the level of psychological capital.
There are no significant differences in the respondents when they are grouped according to college, level of students, only child or not, and family origin as to the level of employability.
There is no relationship between each dimension of psychological capital and employability.

Scope and Delimitation of the Study
Although the study explores the relationship between positive psychological capital and employability among Chinese university students, the study is focused on Liaocheng University, Shandong Province. The respondents of the study were 989 students of Liaocheng University during the school year 2019-2020.
The two data gathering instruments are Zhang Kuo’s Positive Psychological Capital Questionnaire for College Students (PPQ for short) and Lv Zhaohua’s Self-Evaluation Questionnaire for College Students’ Employability (SEQCSE).
The output of this study is a planned new school psychological capital development program, but its implementation would not be covered anymore in this study.

Significance of the Study
This study will be beneficial to the following:
Colleges and universities. As places to cultivate high-level professionals, whether students can successfully obtain employment has become a test of the effectiveness of universities’ talent training methods. Therefore, improving the employability of college students plays an important role in increasing the employment rate of colleges and universities. The result of the study improves the employability from the perspective of psychological capital, and provides a new perspective for education teaching and employment training in colleges and universities.
Curriculum planners. The result of the study will provide them information regarding college students whose level of employability is low and make use of improving their level of psychological capital. They may include it in the curriculum to ensure that college students can handle the employability well.
Teachers. By knowing the relationship between psychological capital and employability, they may assist the college students to develop their psychological capital and improve their employability. They may utilize the planned psychological capital development program proposed by the researcher.
College students. This study can make college students pay more attention to their own psychological capital, get inspiration from the relationship between psychological capital and employability, take the initiative to strengthen the development of positive psychological capital, stimulate positive potential, so as to better seize opportunities (of employment) and meet challenges.
Researchers and scholars. Although scholars have discussed much about the employment of college students, most of them have studied from the aspects of social capital, human capital, career planning, employment guidance, etc., but few have studied the employability of college students from the perspective of psychological capital. This study provides a new perspective for the study of college students’ employability, enriches the research theory of college students’ employability to a certain extent, and promotes the development of relevant research.

Definition of Terms
Psychological Capital is a kind of positive mental state displayed in the process of individual growth and continuous physical and mental development, which mainly includes four core components, namely self-efficacy, optimism, resilience and hope (Xu Haiyuan, 2015).
Self-efficacy means that facing with a challenging job, individuals have confidence and pay necessary efforts to get success (Xu Haiyuan, 2015).
Optimism means that individuals have positive attribution for present and future success (Xu Haiyuan, 2015).
Hope means that the individuals stuck to the target, and can actively adjust and select the method to achieve the goal when necessary (Xu Haiyuan, 2015).
Resilience means that when individuals are in trouble, they can persist and recover quickly, and take effective ways to achieve success (Xu Haiyuan, 2015).
College students’ Psychological Capital refers to the sum of all kinds of positive abilities (hope, optimism, self-efficacy and resilience) possessed by college students at the university stage. These positive abilities (hope, optimism, self-efficacy and resilience) can help college students gain self-recognition and achievement through effective measurement and development. (Li Linying, 2015)
Employability of college student is a comprehensive ability of exhibition which means that college graduates can defeat their competitors, find and successfully obtain jobs that satisfy their own needs, satisfy social needs and realize their own values through preparation of knowledge, abilities and other aspects during their school years, so as to promote the sustainable development of their career. (Zhang Xiaojie, 2015)
Practical ability is the necessary physiological and psychological characteristics to ensure that individuals can successfully use existing knowledge and skills to solve practical problems (Zhang Xiaojie, 2015).
Adaptability is the ability of the subject to understand, adapt, make full use of and reform the objective environment and its changes in order to survive and develop better (Zhang Xiaojie, 2015).
Interpersonal communication ability is generally considered to be an individual’s ability to effectively exchange, transform and process information with others, including the ability to express and understand (Zhang Xiaojie, 2015).
Self-confidence in employment is the belief that college students in the job market believe that they can successfully obtain job opportunities and maintain their jobs, as well as the courage to face their challenges during their working (Zhang Xiaojie, 2015).
Self-development ability is a kind of ability which is based on personal conditions and can use external conditions to explore their own advantages to show their abilities and promote self-realization. (Zhang Xiaojie, 2015)

Chapter 2

REVIEW OF RELATED LITERATURE

This chapter will provide a review of the literature on the topic of undergraduates’ Psychological Capital, Employability and the relationship of the two. The perspectives of a variety of disciplines will be discussed from an historical viewpoint to current thinking on this topic.

Psychological Capital
As the name implies, psychological capital can be understood from two perspectives------“psychology” and “capital”. There is no doubt that the origin of psychological capital will also be analyzed from two perspectives------“psychology” and “capital”.
From the perspective of capital, the researchers focus on the “Traditional economic capital”, which shows what you have, develops to the “Human capital”, which shows what you know, develops to the “Social capital”, which shows who you know, and finally develops to the “Positive psychological capital”, which shows who you are（Li Guangyi, 2016）.
From the perspective of psychological, psychology has three missions which are “treat mental illness, help healthy people to be happier and more successful and inspiring peoples’ potential” (Xiong Meng, 2014). After the Second World War, some researchers found that some positive psychological factors can effectively prevent and even cure psychological diseases. Then Martin Seligman, former President of the American Psychological Association, known as the father of positive psychology, started the “positive psychology movement”. On this basis, Fred Luthans, an organizational behaviorist, founded the Positive Organizational Behavior (POB). In 2004 he extended the concept of psychological capital to management and defined it clearly. Positive Psychological Capital is a kind of positive mental state displayed in the process of individual growth and continuous physical and mental development. Positive Psychological Capital is referred to as Psychological Capital for short (Zhang Kuo 2013 cited in Li Guangyi, 2016), which mainly includes four core components, namely self-efficacy, optimism, resilience and hope.
The study of psychological capital can be roughly divided into three orientations, which are named as Trait Theory, State Theory and Comprehensive Theory.
According to the Trait Teory, psychological capital is a personality trait, which is the result of innate and acquired effects. It has good stability and persistence and is not easy to change. Tettegah (Tettegah 2002 cited in Zhang Xiaojie, 2015) argued that psychological capital is a relatively stable psychological tendency or characteristic that individuals develop in their early years of life. State theory believes that psychological capital is a specific positive psychological state, and it can be developed. Individuals can obtain this state through a certain way of learning or adjustment (Luthans, 2017). According to the comprehensive theory, psychological capital can be developed through certain ways and methods, and it also has relatively stable and long-lasting characteristics, that is, psychological capital has both state and traits.
At present, the study of psychological capital is dominated by State Theory. This study intends to use F. Luthans’s view of state theory orientation and his definition of psychological capital.

Dimensions/ Structure of Psychological Capital
There are many ways to divide the element of psychological capital, and there are also differences in its components. Scholars have not yet reached a consensus on this. This paper summarizes the structure of psychological capital by consulting the existing literature, and finds that it can be roughly divided into four structural views/ theories which are two-elemental view, three-elemental view, four-elemental view and multi-elemental view. The researcher concretely summarizes and sort out the domestic and foreign views on the element of psychological capital structure.
Although there are various views on the structure and constituent elements of psychological capital, the four most frequently occurring elements are optimism, self-efficacy, hope and resilience. This is the division of the four elements of the structure of psychological capital by former US management association presidents Luthans and Avolio (Luthans 2007 cited in He Ming, 2017). These four dimensions are also used in this study.

Self-efficacy
Self-efficacy means that facing with a challenging job, individuals have confidence and can pay necessary efforts to get success. Bandura defines self-efficacy as the individual’s belief (confidence) about being able to motivate the engine, mobilize cognitive resources, and take the necessary actions to successfully complete a particular job in a particular situation.
Self-efficacy has five characteristics (He Ming, 2017). Firstly, self-efficacy is related to specific fields. Specifically speaking, having confidence in one field does not mean having confidence in other fields as well. Self-efficacy is related to the field being analyzed and cannot be directly transferred to other fields. Secondly, self-efficacy is based on practice or mastery. Generally speaking, the most confident jobs are those that have been practiced and mastered over and over again. Third, there is always room for improvement in self-efficacy. Even in very confident areas, there are still some tasks that make people feel more laborious. Fourthly, self-efficacy is influenced by others. Others’ opinions on individuals have an impact on individuals’ understanding of themselves, such as the Pygmalion effect. Finally, self-efficacy is variable, influenced by controllable and uncontrollable factors.

Optimism
Optimism means that individuals have positive attribution for present and future success. The optimism here is different from the optimism what we use every day, and its meaning is much deeper. In 2002, Martin Seligman argues that optimism can be seen as an attribution style, that is, to explain positive things as being due to their own, persistence, and universality; and to treat negative events as due to external, temporary, context-related causes (Luthans, F., & Youssef-Morgan, Carolyn M., 2017). This view is generally accepted in the workplace as an operational definition of optimism, emphasizing the definition from the perspective of positive psychology. In addition, some researchers believe that optimism is a personality trait, that is, a general tendency to expect good things and positive outcomes to occur more frequently than negative outcomes. In this study, the researcher views optimism as the ability to summarize past experience and apply it to future planning.
Realistic and flexible optimists can fully enjoy the pleasure of all kinds of events in their work and life, and summarize their experience to the greatest extent (Lee-Peng, 2017). When optimistic people are in good times, they can feel the cognitive and emotional impact of optimism on them more because they can control their own success, control their own destiny, and do not unconsciously put themselves in increasing danger or suffer from the contempt of others (Gao Yunpeng, Liu Qin. 2016). Highly optimistic people usually have a sense of gratitude and can express gratitude and gratitude to those who help them succeed. They can take advantage of the opportunities that may arise in the environment to develop and improve their skills and abilities so that they can have more opportunities in the future (Carmona, 2018). At the same time, when in adversity, they can eliminate interference, explore the nature of things, learn from mistakes, accept what they can’t change, and then they will move on.

Hope
Hope means that the individuals stuck to the target, and can actively adjust and select the method to achieve the goal when necessary. Rick Snyder defines hope as a positive motivational state based on the experience of the intersection of the motivation for success (the energy level towards the target) and the path (the plan for achieving the goal). According to Rick Snyder’s research, hope is a state of cognitive thinking about the favorable propensity of the future (Madrid，2017). In this state, individuals can achieve their pre-set goals through self-improvement and self-motivation.
In the workplace, the higher the hope of employees, the stronger the profitability of the organization; the higher the hope of organizational leaders, the higher the profitability, employee satisfaction and retention rate of their departments. Managers and leaders who are full of hope can transmit their energy and determination to their subordinates and motivate them to achieve higher performance (Guadalupe, 2017). In the past, people believed that hope was a personal trait that was hard to change. However, the related research on psychological capital shows that hope can also be developed, and people can successfully develop and cultivate hope through specific methods. Target setting, step-by-step progress, participation, incentive mechanism, resources and training are considered to be six effective measures (He Ming, 2017).

Resilience
Resilience means that when individuals are in trouble, they can persist and recover quickly, and take effective ways to achieve success. Through theoretical construction and empirical research, positive psychologists such as Ann Masten and Reed have realized that resilience is an intrinsic psychological mechanism in the face of difficulties. It can be used to adapt to the current predicament and stimulate the driving force (McElroy, 2018). Through relevant research, it is found that resilience is a dynamic, malleable and exploitable psychological ability or advantage that is measurable and exploitable.
Resilience not only plays a role in negative events, but also in coping with positive events (Tomlinson, 2017). Resilience not only restores leaders and employees to their normal selves, but also helps them to focus on their “possible selves” and never improve their abilities.
Xu Haiyuan (2015) analyzed the constituent elements of college students’ psychological capital and pointed out the interaction between four elements. He believes that self-efficacy is the foundation, hope is the guide, optimism is the help, and resilience is the guarantee. In the individual growth and development of college students, self-efficacy is mainly to solve the improvement of individual ability and bear the role of self-cognition. Hope is mainly to solve the motivation of individual development. Optimism is mainly to solve the attribution of the individual’s failure. Resilience is the “stabilizer” that keeps individuals from getting bogged down by adversity or stress and from getting carried away by unexpected achievements.
Combined with a large number of literature studies in China and abroad, it is not difficult to find that psychological capital can be improved by development intervention. For example, self-efficacy can be developed through skilled mastery/successful experience, alternative learning and imitation, social persuasion, physical and psychological awakening(Ye Xinfeng，2014); hope can be developed by setting goals, participating, formulating alternative contingency plans and ultimately achieving goals; optimism can be developed by embracing the past, cherishing the present and looking for future development opportunities; resilience can be tempered by focusing on Strategies of resilient assets, hazards and processes.

The emergence of the concept of psychological capital begins in the fields of economics, investment, and sociology. Its direct purpose is to improve the competitiveness of enterprises and continuously improve their corporate performance and happiness. Its emergence is generally based on the theories and researches of human capital and social capital, and surpasses these two capitals.
The original intention of Positive Organizational Behavior (POB) is to develop and enhance people’s inner strength, so as to promote the improvement of employee performance. The development of psychological capital has been boosted by POB, so the most important research on psychological capital is also focused on the research of corporate competitiveness and employee performance. Numerous studies have confirmed that psychological capital has a strong predictive effect on employee performance. Yu Haijian (2015) and other scholars even found that the impact of psychological capital on individual real wages even exceeds human capital such as vocational skills, working age and theoretical reserves, and high psychological capital individuals often have lower turnover rates and can invest more (Paek, 2015; Wan Pengyu, 2016). In addition, the mental health problems of the staff have always been the focus of scholars, and the improvement of psychological capital can not only slow down their anxiety, reduce the stress response, keep their mentality in a healthy state, but also improve the individual’s satisfaction with work and life (Luthans, 2010; Ren Wei, Wen Zhonglin, Chen Qishan & Ye Baojuan, 2013; Yu Haijian, 2015; Liu Xu, 2016; Liu Li, 2016). Wu Hao further verified its important role in the mental health of individuals through the test of the psychological capital-occupational happiness model.
As a new force in society, college students’ psychological capital status is directly related to their future development and social progress. Therefore, the research on the psychological capital of college students has gradually increased. Numerous studies have shown that psychological capital has an important impact on the mental health of college students. Individuals with high psychological capital often feel happier, less frustrated when they encounter setbacks, less pessimistic about the development of things and more security (Peng Jie, 2014; Shi Yanhua, 2015).
In addition to the study of college students’ mental health, scholars also pay great attention to the relationship between college students’ psychological capital and academic performance. Studies have shown that individuals with a high level of psychological capital are often able to effectively deal with procrastination in learning and are less likely to suffer from burnout (Fu Lifei, 2010; Song Hongfeng, 2014; Xu Tao, 2016). College students with a high level of positive psychological capital are often more willing to improve themselves; have a greater desire to improve themselves; have a greater enthusiasm for learning tasks; and often get good academic performance (Meyers, 2015). Ke Jianglin found through paired investigation that both dimensions of local psychological capital positively promoted long-term entrepreneurial intention, but weakened short-term entrepreneurial intention. In addition, the improvement of positive psychological capital can promote the development of their employability and make them show a higher success rate in the process of choosing a career, but resilience does not play a significant role in this (Wang Yaojun, 2013; Zhao Xia, 2014).

Measurement of Psychological Capital
In the early research, the measurement of psychological capital was indirect. It was measured separately by the single dimension of each component dimension of psychological capital, and then the standard was added. This method has certain limitations and low reliability and validity. Later, Luthans et al. used the previous research to propose a psychological capital intervention model and developed a Psychological Capital Questionnaire which is called PCQ for short (Antunes, 2017). PCQ unified the Rickett six-point scale, including self-efficacy, hope, resilience, and optimism, with a total of 24 questions.
Chinese scholars such as Zhong Lifeng and Zhang Kuo also contributed to the measurement of psychological capital. Among them, Zhang Kuo et al., based on literature analysis and reference to relevant measurement tools, analyzed the results of 181 college students, and finally formed “Positive Psychological Capital Questionnaire for College Students” (PPQ) with a total of 26 topics including self-efficacy, resilience, optimism and hope. The reliability analysis results show that the Cronbach α coefficient of PPQ is 0.90, and the Cronbach α coefficient of each subscale is between 0.76 and 0.86, indicating that the reliability of the questionnaire is good. In terms of validity, exploratory factor analysis showed that the questionnaire had good structural validity. The results of confirmatory factor analysis also support the four-element structure of college students’ psychological capital. At the same time, some studies have found that the questionnaire has reasonable discriminant validity and good empirical validity (Zhang Kuo, 2017).
Chinese scholars not only have done a lot of localized research on the measurement of college students’ psychological capital, but also have studied the measurement tools of psychological capital for different groups of people. From the perspective of localization, Li Bing (2014) reconstructed and evaluated the psychological capital of blue-collar workers who had long-term mechanical repetitive work in the workshop, resulting in an optimized formal psychological capital scale in the local context with a topic item. Zhao Hengyi (2015) analyzed the reliability and validity of Ke Jianglin’s Indigenous Psychological Capital Scale. On this basis, a psychological capital measurement scale for grass-roots police is developed. Zhang Jing (2018) compiled the Questionnaire on Psychological Capital of College Psychological Committees, investigating the status and characteristics of psychological capital of college psychological committees, providing screening tools for psychological committees (members of the Chinese class committees), and providing directions and ideas for the development and training of psychological capital of psychological committees.

Employability
To clarify the meaning of employability, we need to understand the meaning of “ability” first. The term “ability” is very common in everyday life and academic research, but there are many different opinions about its meaning. In general, the author believes that ability is the necessary condition for individuals and organizations to complete certain activities (Song Qiming, 2017).
Employability is the subordinate concept of ability. The understanding and interpretation of employability is constantly evolving. In the 1950s, British psychology researcher Feintuch (Feintuch 1955 cited in Bowey, Liu Wei, 2016) first proposed “Employability”, which refers to the ability of individuals to obtain employment opportunities. It extends from the initial dichotomy judgment of whether an individual is suitable for employment to whether an individual has certain ability and qualification in employment, and further extends to various knowledge, ability and characteristics that an individual has that can adapt to the needs of the labor market. The fundamental changes in the meaning of the concept are actually related to the subject of labor market policy. Current labor market policies are increasingly focusing on the ability of individuals to be competent in the needs of a flexible and changing labor market, and tend to focus on what specific knowledge, capabilities or characteristics contribute to the individual’s resilience and that education should be prepared for this. (Wu Chengcheng, 2018). A multi-level, multi-angle understanding of employability has emerged as the needs of the labor market develop and the content and perspective of research (Guilbert L, 2016). However, there is a growing consensus on its importance and development path (Artess et al., 2017).
Based on a comprehensive review of the research and analysis, this study will combine the widely accepted views of Huang Jinyu (2014). Employability refers to the integration of all kinds of knowledge, skills and attitudes that college students can discover and acquire a job before they graduate through knowledge learning and practical training in school.

Dimension of Employability
The composition of employability composition is closely related to the definition of employability. Harvey (Harvey 2001 cited in Huang Jinyu, 2014) has said that different employability boundaries will be constructed by different employability structures.
As early as 1990, American Society for Training & Development (ASTD) made an in-depth analysis of the structure of employability, which was defined as five aspects: basic skills, communication skills, problem solving ability, teamwork ability and leadership ability. On the basis of the above research, five aspects of employability are further divided into 16 factors, namely, the ability to obtain relevant resources, interpersonal communication and collaboration ability, the ability to use technical tools, the ability to think and organize systematically, and the ability to obtain and evaluate information, basic skills, personal quality, innovative thinking ability.
The Higher Education Quality Council of the UK also defines the employability of college students, which includes 6 factors, namely creative thinking ability, basic problem-solving ability, communication ability, cooperation ability with others, execution ability and interdisciplinary consciousness (Wang Yi, 2015).
The USEM model constructed and revised by Mantz Yorke and Peter Knight from an individual perspective is also typical and representative. The model consists of four components: comprehension, skills, personality traits (including self-awareness and self-efficacy) and metacognition. They interact with each other and work together on the employability of individuals. The USEM model is widely used in employability structure.
Some Chinese research scholars have also studied the composition of employability. In the earlier studies, the more famous one was Zheng Xiaoming’s research. He pointed out that for the elements of employability, it can be divided into individual intellectual and non-intellectual factors, namely IQ and EQ, or intellectual capital and ability capital. The intellectual factor is the hardware of the individual’s survival and development, and the non-intellectual factor is the software of the individual’s survival and development. The two complement each other and are indispensable. In terms of content, employability includes learning ability, ideological ability, practical ability, application ability and adaptability. (Zheng Xiaoming 2002 cited in Guo Xin, 2017)
In recent years of research, Chen Gen believes that employability refers to an individual’s comprehensive ability to obtain new positions and maintain the jobs they are engaged in. College students’ employability is mainly divided into three parts: personal basic quality, professional and technical ability, job-hunting ability. Huang Jinyu (2014) defined the structure of college students’ employability as six factors: professional ability, social adaptability quality, intellectual competence, practical execution ability, interpersonal processing ability and innovation ability.
This study intends to adopt the view of Lv Zhaohua. His views were further supported by Zhang Xiaojie’s research in 2015 and Zhou Zhen’s research in 2016. He believes that college students’ employability should be a comprehensive and potential ability, which does not include specific knowledge and professional skills, but can be acquired through learning and practice. College students’ employability includes “practical ability”, “adaptability”, “interpersonal communication ability”, “employment confidence” and “self-development ability” (Zhou Zhen, 2016).
Practical ability is the necessary physiological and psychological characteristics to ensure that individuals can successfully use existing knowledge and skills to solve practical problems. Adaptability is the ability of the subject to understand, adapt, make full use of and reform the objective environment and its changes in order to survive and develop better. Interpersonal communication ability is generally considered to be an individual’s ability to effectively exchange, transform and process information with others, including the ability to express and understand. Self-confidence in employment is the belief that college students in the job market believe that they can successfully obtain job opportunities and maintain their jobs, as well as the courage to face employment challenges. Self-development ability is a kind of ability which is based on personal conditions and can use external conditions to explore their own advantages to show their abilities and promote self-realization.

Cultivation of College Students’ Employability
Employability is not an individual’s natural ability and not fixed, but it can be developed. Scholars generally believe that colleges and universities play a very important role in the cultivation of college students’ employability, and they are also an important way to realize the function of university personnel training and reflect the quality of higher education (Zhang Xiaojie, 2015).
The research and development of employability abroad is most typical in Britain. Knight and Yorke proposed that colleges and universities should set employability development as the goal of talent training and should embed employability into the teaching process of college courses (Walker& Fongwa, 2017). In the course of teaching, teachers should pay attention not only to the cultivation of professional ability, but also to the cultivation of general ability. Therefore, the teaching and learning of vocational situation should be fully implemented in the course module design and teaching process design. The two scholars also proposed that colleges and universities should incorporate entrepreneurship curriculum modules and career orientation courses into the modules of talent training. British colleges and universities focus on cultivating or developing the employability of college students through various ways, such as providing central support (with special departments to support employability development), embedding the cultivation of students’ employability into learning plans, forming alliances with enterprises to provide internship opportunities for students, and establishing students’ progress files. (Peng Shuhong, 2014)
In terms of qualitative research, the research of Chinese scholars is similar to that of foreign scholars. They proposed to improve the employability of college students through adjustment of specialty setting, strengthening of practice education, strengthening the connection with enterprises, strengthening of employment guidance and other aspects. Zhang Hongru pointed out that the construction of the education system for career development, the establishment of a smooth platform for academic-career, and the fundamental improvement of college students’ professional literacy and employability are important ways to improve their employability. Zhang Jie (2015) pointed out that employability should be formed by clarifying the orientation and characteristics of school running, improving the accuracy of specialty setting, optimizing the curriculum system, strengthening practical teaching, strengthening quality and expanding education, and improving employment guidance and service.
In terms of empirical research, Qin Mengqun believes that college courses have a direct effect on the employability of graduates in general ability, professional knowledge ability, professional attitude, career planning and other aspects. The role of students’ extracurricular life (practice, activities, etc.) in the cultivation of employability was also concerned in Tran’s research in 2017. In addition, the research of Peng Shuhong (2014) shows that internship experience, social practice, vocational guidance and other factors have a certain impact on the development of college students’ employability. The research of Bowie (2016) shows that the link between curriculum and the development of students’ employability is not only direct, but also has an indirect impact on the cultivation of students’ employability through their participation and extracurricular experience.

Demographic
Course/ College
In the study of Li Qian (2014), he found that there were significant differences in psychological capital among college students with different courses. Among them, students who enrolled in humanities and social sciences had the highest level of psychological capital. They were followed by science and technology medical students; students who enrolled in music, sports and art had the lowest level of psychological capital. The results of this study were not consistent with those of Zhang Xiaojie (2015). Zhang believed that there was no significant difference in the overall level of psychological capital and the three dimensions of “optimism”, “hope” and “resilience”. However, in the dimension of “self-efficacy”, the level of psychological capital of science and engineering students was significantly higher than that of liberal arts students. In addition, the results of Yu Hua (2014) and Cao Rui (2015) showed that the level of psychological capital of science and engineering students was significantly higher than that of liberal arts students in the dimension of “resilience”.
Yu Hua (2014) believes that there was no difference of college students’ employability in terms of different courses. In Zhang’s study (2015), which was much different with Yu’s result, it showed that there were significant differences in employability among college students with different courses in the dimension of “practical ability”.

Level of Students
Employability and psychological capital are not fixed, but can be developed. In Zhang Xiaojie’s study (2015), in level of students, there were significant differences in the two dimensions of “self-efficacy” and “resilience” of college students’ psychological capital, while there were no significant differences in other dimensions. Among them, the “self-efficacy” of sophomores was significantly lower than that of freshmen and juniors, and the “resilience” level of juniors was significantly higher than that of freshmen. Li Qian (2014) studied the level of college students’ psychological capital at different ages. From the statistical results, it could be found that the positive psychological capital of college students of different ages in the sample was at a relatively high level, and there was no significant difference in the level of college students’ positive psychological capital when they were grouped according different ages.
Liu Chunlei’s research in 2014 showed that the main effect of level of students was very significant. The employability of freshmen was significantly lower than that of sophomores and seniors, and the employability of sophomores was significantly higher than that of juniors. These means there is significant difference in the respondents when they are grouped according to level of students.

Only child or not
Zhou Zhen’s (2016) research showed that there were significant differences in “self-efficacy” between only-child college students and non-only-child college students. The self-efficacy of non-only-child was much higher than that of only-child, but there was no significant difference between them at the overall level of psychological capital. Zhang Xiaojie’s research in 2015 also proved that there were significant differences in “self-efficacy” between only-child college students and non-only-child college students. But contrary to Zhou’s conclusion, she believed that only-child college students were significantly higher than non-only-child students in “self-efficacy”. Obviously, there is no final conclusion on how only child or not affects the psychological capital of college students.
In the study of the influence of only child or not on employability, Yu Hua (2014) believed that non-only-child college students were significantly higher than only-child college students in the dimension of “adaptability”. This is consistent with the general impression of the only child. It is generally believed that the only child is cared for by parents from an early age, has poor ability to face difficulties independently, solve problems, and is not adaptable to the environment, and is more willing to rely on others when seeking jobs (Liu Chunlei, 2014).

Family origin
In the study of the influence of family origin on psychological capital, Zhou Zhen (2016) believed that there were significant differences in “self-efficacy” in the family origin, while there were no significant differences in other dimensions in family origin. The level of “self-efficacy” of students who were from cities was higher than that of students from countryside. Yu Hua (2014) did not agree with Zhou. He believed that family origin did not bring significant difference to the total and dependent dimensions of psychological capital, indicating that there was no significant difference in college students’ psychological capital and its various dimensions when they were grouped by family origin.
In the study of family origin’s influence on employability, Liu Chunlei’s (2014) study showed that college students from cities were significantly better at employability than those from rural areas/ countryside. This was consistent with the results of Yu Hua’s research. Yu Hua (2014) believed that there were significant differences in employability and “interpersonal communication ability” and “practical ability” between college students from different places of origin, but there were no significant differences in “self-development ability” and “employment self-confidence”. By using LSD method, it was found that the overall employability and “adaptability” of college students from cities were significantly higher than those from rural areas, and the “interpersonal communication ability” and “practical ability” of college students from cities were significantly higher than those from rural areas.

Relationship between Psychological Capital and Employability
In theoretical research, the academic community generally believes that psychological capital plays an important role in improving the quality of work and employability of college students (Souto-Otero, & Manuel., 2016). Most scholars have derived the role of psychological capital in promoting employment and work through the study of the dimensions and mechanism of psychological capital. For example, Xie, Chen et al. (2017) believe that the psychological capital of female college students is directly related to their employment and entrepreneurial ability; Zheng Weiqin (Zheng 2010 cited in Wu, 2015) believes that, on the basis of not affecting the study of professional knowledge, cultivating the good psychological quality of college students is an effective way for college students to improve their employability and adapt to society as soon as possible. Lin Ping et al. pointed out that colleges and universities should introduce psychological capital development into the talent cultivation process of college students, and cultivate and enhance the psychological capital of college students, which can make them more competitive advantage in the future society.
There is less domestic literature on empirical research. Cao Xingtian and Li Yu et al. conducted an empirical study on the relationship between psychological capital and employability of 2,500 college students in seven universities through the use of the psychological capital questionnaire and the self-rating questionnaire of employability. The study found that the students’ psychological capital status is normally distributed, and the overall situation is good, with certain stability and consistency. Psychological capital plays a very positive predictive role on employability, which indicates the importance of psychological capital to the improvement of employability (Whelan, 2018). Li Qian (2014) proved that self-efficacy has a significant impact on the employability of college students. Using the psychological capital questionnaire and the self-rating questionnaire of employability, Zhou Zhen (2016) conducted a study on the correlation between psychological capital and employability for more than 500 graduates from Fujian College. She found that the overall improvement of psychological capital has a greater impact on employability than a single dimension of psychological capital. The dimensions of psychological capital have a positive impact on the employability of graduates. The greater self-confidence, the easier to improve the employability of graduates; the higher the hope, the easier to improve their own employability; the more optimistic the mentality, the better the psychological quality and ability of graduates in employment; the more tenacious the reliance, the greater the possibility of improving the employability of graduates. Among the dimensions that have a positive impact on the employability of the independent colleges, self-efficacy has the greatest impact.
In Zhen’s research, her respondents are graduates of Independent Colleges in Fujian Province, whose data/ knowledge represents the situation of Chang Zhutan area in Fujian Province, and is not necessarily applicable to Liaocheng University located in Shandong Province. In addition, the respondents of this study are all college students, not just graduates. Psychological capital improvement program, the result of this research, will also be aimed at all college students, rather than simply giving graduates some suggestions and strategies.

Synthesis
Scholars in China have carried out a large number of theoretical analysis and empirical research on the employability of college students from the perspectives of sociology, economics and education. In recent years, it has provided a number of theoretical analysis tools from the disciplines of active behavioral organization and psychology, and applied logistic regression and multiple regression methods and models to the analysis. However, we should still realize that there is relatively little research on the employment of college students in China from the perspective of psychological capital. At the same time, in the research methods, most of them are empirical and descriptive, and there are few analytical frameworks combined with measurement methods such as measurement statistics tools.
This study is guided by Zhou Zhen (2016), which focuses on the relationship between college students’ psychological capital and employability. In addition to differences in time, geography, and respondents, the research tools used in this study are different from Zhou Zhen’s research, which also means different methods of data analysis. In Zhen’s study, she used the Employability Questionnaire, which was compiled by Mo in 2011. Lv 's questionnaire used in this study was compiled in 2012, and its reliability and validity were supported in Zhang’s research in 2015 and Zhou’s research in 2016. In addition, the output of this study is the school planned employability improvement program or psychological capital improvement program.

Chapter 3

METHODOLOGY

This chapter presents the research procedures which were used in the study. The research procedure is presented as follows: (a) research methods; (b) population and sampling; © respondents of the study; (d) research instrument; (f) data gathering procedures; and (g) statistical treatment of data.

Research Design
In this study, the researcher used a mixed method specifically the explanatory sequential design (Creswell 2014). For the quantitative research method, the descriptive- correlation research method was used in this study. Particularly, the relationship of psychological capital with employability was described and determined. The study also explores the factors that predict employability.
For the qualitative component, Focus Group Discussion (FGD) and Interview was used in this proposed study which are the most popular qualitative research methods. FGD is a discussion guided by the moderator according to the prepared interview guidelines. It can be used to explore the meanings of survey findings that cannot be explained statistically, the range of opinions/views on the topic of psychological capital and to collect a wide variety of local terms.
The information derived from the study utilizing both research methods can provide a better perspective of the psychological capital and employability of the respondents, which are very essential for effective planning of a program for them.

Population and Sampling
The total population of Liaocheng University is nearly 20,000. This includes university and college students. In China, university students are four years schooling, while college students are three years schooling. Initially, the researcher determined the sample size using Slovin’s formula. Using Slovin’s formula with 20,000 as N, and 5% as error tolerance, the recommended sample size is 377. However, given the possibility of low response rate, additional respondents were solicited through stratified sampling Leewith the college as stratum in finalizing the final sample. Links to the online instrument were sent to the email addresses of every odd numbered students (around 10,000 students) in the enrolment list in the 24 colleges in Liaocheng University. The total sample size obtained after excluding some invalid questionnaires finally is 989.

Respondents of the Study
The research work targeted 989 respondents who are enrolled students from 24 colleges in School Year 2019-2020 in Liaocheng University in Shandong Province China. Furthermore, 30 students were selected purposively from the 989 participants for the Focus Group Discussion. Respondents who scored extremely low and extremely high in the PPQ and scored extremely low (x<3) and extremely high (x>4) in the SEQCSE were included in the group to discuss their views on psychological capital and employability.

Research Instruments
The following instruments will be used to measure positive psychological capital and employability. For psychological capital, the researcher will use Zhang Kuo’s (Kuo, Sai, & Yinghong, 2010) Positive Psychological Capital Questionnaire for College Students (PPQ) and Lv Zhaohua’s Self-Evaluation Questionnaire for College Students’ Employability (SEQCSE). The items are written in Chinese. The copy in the appendix is the English translation of the items.
PPQ is developed by Zhang Kuo in 2010. It measures Chinese college students’ psychological capital from 4 dimensions which are self-efficacy (item 1, 3, 5, 7, 9, 11 and 13), hope (item 15, 17, 19, 21, 23 and 25), optimism (item 16, 18, 20, 22, 24 and 26) and resilience (item 2, 4, 6, 8, 10, 12 and 14). There are 26 items in total for the PPQ (Zhang Kuo 2010 cited in Zhang, 2015).
Self-Evaluation Questionnaire for College Students’ Employability is developed by Lv Zhaohua in 2012. It measures Chinese college students’ employability from 5 dimensions: practical ability (item 3, 11, 13, 24 and 26), adaptability (item 9, 18, 22 and 25), interpersonal communication ability (item 1, 2, 15, 16, and 23), employment confidence (item 5, 8, 10, 12 and 17), self-development ability" (item 4, 6, 7, 14, 19, 20 and 21). There are 34 items for SEQCSE (Lv Zhaohua 2012 cited in Yu, 2014).

Validation and Test of Reliability of Instruments
There are some psychometric properties of the instruments like reliability and validity. The questionnaire of Zhang Kuo’s Positive Psychological Capital Questionnaire for College Students (PPQ) and Lv Zhaohua’s Self-Evaluation Questionnaire for College Students’ Employability (SEQCSE) are already validated. Permissions from the authors for the use of the instruments for research purposes will be secured.
The Cronbach’α coefficient of PPQ is 0.825. The alpha coefficients of self-efficacy, hope, optimism and resilience were 0.831, 0.812, 0.789 and 0.756, respectively. It has high reliability and meets the criteria of questionnaire use (Zhang Xiaojie, 2015).
The Cronbach’α coefficient of Lv’s questionnaire is 0.850, and the alpha coefficients of “self-development ability”, “interpersonal communication ability”, “employment self-confidence”, “practical ability” and “adaptability” are 0.820, 0.825, 0.810, 0.760 and 0.835, respectively. It has high reliability and meets the criteria of questionnaire use (Yu Hua, 2014).
For the Focus Group Discussion, the following interview/ topic guide (see Appendix C) will be used.

Data Gathering Procedure
In gathering the data of the study through questionnaires, several steps were undertaken to obtain the necessary data required for the research. The following steps were observed:
First, the researcher requested the approval of the director of Students’ Affair Office in Liaocheng University. The purpose and significance of the study, and focus on the benefits of student development and the principle of data confidentiality were emphasized.
Next, the researcher waited for the director’s approval for the conduct of the study. The approval would be the basis for the respective College Deans to inform the students participation in the study. Then, the college students would be notified of voluntary participation in the research in one week, and their privacy was kept strictly confidential and data was used only for research purposes.
The researcher distributed/administered the questionnaires to the respondents online. The questionnaires were uploaded to the “Questionnaire Star”. It is a professional online questionnaire survey platform, which was widely used in academic research because of its ease of use and low cost. The researcher sent questionnaires links to students through QQ, Blog and QR code. At the beginning of the questionnaire, the researcher reiterated the principle of data confidentiality and express gratitude to the participants.
After one or two weeks, the researcher personally retrieved the questionnaires from the students.
Finally, the researcher selected four groups of students with homogeneity (high level of psychological capital, low level of psychological capital, high level of employability and low level of employability), generally 8-12 students in each group. The researcher guided them to discuss a topic or concept in depth, to understand their views on psychological capital and employability.

Statistical Treatment and Analysis of Data
Several statistical tools and procedures were used to analyze and interpret the data obtained. The following statistical tests were used in answering the specific problems of this proposed study.
Frequency count. This simple statistical tool was used in tallying the items related to the profile of the respondents such as gender, major, and level of students. This tool was also used in tallying the items related to the level of psychological capital and employability of the respondents. This set of data provided the answers to Problems 1, 2 and 3.
Percentage. This was applied to establish a comparative value of an item in relation to the whole activity particularly in relation to the profile of the respondents. This was also used in Problem 1.
Mean. This simple statistical tool was used in tallying the items related to the level of psychological capital and employability of the respondents. This set of data provided the answers to Problems 2 and 3.
Standard Deviation. This simple statistical tool was used in tallying the items related to the level of psychological capital and employability of the respondents. This set of data provided the answers to Problems 2 and 3.
Independent-Samples T Test. This statistical tool was used in tallying the differences in the level of the psychological capital and employability of the respondent when they are grouped according to gender, only child or not and place of origin. In addition, this tool was also used in tallying the differences in the level of the employability when they are grouped according to high psychological capital and low psychological capital. This set of data provided the answers to Problems 4, 5 and 6.
ANOVA. This technique mainly discusses the relationship between continuous data type of the Dependent variable and category data type of the Independent variable‎, when the variable factors contained in the equal to or more than three categories. It determined the significance of differences among the means of the groups. This statistical tool was utilized to answer Problem 4 and 5.
Pearson correlation coefficient (PPMCC). This technique mainly discusses the relationship between psychological capital (each factor) and employability (each factor) of the respondents? This statistical tool was utilized to answer Problem 6.
Multiple regression. This technique is an extension of simple linear regression. It is used to predict the value of employability based on the value of two or more other variables. This statistical tool was utilized to answer Problem 6.

Chapter 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the answer to the specific problems raised in this study. It contains analysis and interpretation of the data gathered.
The original number of participants targeted in this survey was 720. Additional respondents the total sample size obtained after excluding some invalid questionnaires is 989.

Problem 1 What’s the profile of the respondent students of Liaocheng University in terms of:
Table 1 Profile of the respondent students in terms of gender
Gender Frequency Percentage
Male 300 30.33
Female 689 69.67
Total 989 100
The table shows that after investigation and removal of the invalid questionnaire, the total number of answers obtained was 989, including 300 for male and 689 for female.

Table 2 Profile of the respondent students in terms of Majors
Majors Frequency Percentage
Science and Engineering 575 58.14
Liberal Arts 414 41.86
Total 989 100
The table shows that after investigation and removal of invalid questionnaires, there were 575 valid questionnaires in Science and Engineering, and 414 questionnaires in Liberal Arts.

Table 3 Profile of the respondent students in terms of Levels of students
Levels of students Frequency Percentage
Freshman (A) 292 29.52
Sophomore (B) 207 20.93
Junior © 278 28.11
Senior (D) 212 21.44
Total 989 100
The table shows that after investigating and removing the invalid questionnaire, freshman had a total of 292 valid questionnaires, 207 Sophomore, 278 Junior, and 212 Senior.

Table 4 Profile of the respondent students in terms of Only child or not
Only child or not Frequency Percentage
No 202 20.42
Yes 787 79.58
Total 989 100
The table shows that after investigation and removal of the invalid questionnaire, there were 787 one-child children and 202 non-only children.

Table 5 Profile of the respondent students in terms of Place of origin
Place of origin Frequency Percentage
City (A) 149 15.07
County Town (B) 218 22.04
Rural © 622 62.89
Total 989 100
The table shows that after investigation and removal of the invalid questionnaire, 149 students came from the city, 218 came from the country town, and 622 came from the countryside.

Problem 2 What is the level of psychological capital of the respondents in terms of Courses enrolled in Colleges/ Levels of students/ Only child or not/ Place of origin?

Table 6 The level of psychological capital of the respondents
N Average Score
(M) Standard Deviation
(SD) Serial Number
Self-efficacy 989 3.218 0.556 4
Resilience 989 3.304 0.588 3
Hope 989 3.604 0.651 1
Optimism 989 3.506 0.603 2
Psychological Capital 989 3.397 0.468
The table shows that the overall average of psychological capital is used to represent the overall level of psychological capital of college students. The average of each constituent factor is used to express the level of each factor to analyze the overall psychological capital of college students and the factors of each component. The study found that the overall score of college students’ psychological capital and the average score of each factor are in the upper-middle level (greater than the theoretical median value of 3), indicating that college students have rich psychological capital reserves and potential for further development. Among the four components of psychological capital, the highest score is Hope (3.604), and the score of Self-efficacies is the lowest (3.218), that is, college students have the highest level of Hope and the lowest level of Self-efficacy.
The normal test of the psychological capital of college students and the scores of each factor are tested. The results are shown below. It can be seen from the normal test results of the psychological capital of college students and the score variables of each factor that the psychological population and the factors of each factor are in accordance with the normal distribution, and t test, analysis of variance, correlation analysis and regression can be performed.
According to the dimensions of Courses enrolled in Colleges/ Levels of students/ Only child or not/ Place of origin, the psychological capital of students of different groups is as follows:

整个Problem2和3的表都按这个要求改
Table 7 The level of psychological capital of the respondents in terms of Courses enrolled in Colleges：
Majors Number Mean SD Remark
Science and Engineering 575 3.215 0.593
Liberal Arts 414 3.234 0.611
说几句，说明为什么说哪个高，低还是中
Table 8 The level of psychological capital of the respondents in terms of Levels of students：
Levels of students Number Mean SD Remark
Freshman (A) 292 3.345 0.479
Sophomore (B) 207 3.256 0.591
Junior © 278 3.627 0.614
Senior (D) 212 3.246 0.440

Table 9 The level of psychological capital of the respondents in terms of Only child or not：
Only child or not Number Mean SD
No 202 3.320 0.429
Yes 787 3.135 0.591

Table 10 The level of psychological capital of the respondents in terms of Place of origin：
Place of origin Number Mean SD
City (A) 149 3.429 0.823
County Town (B) 218 3.270 0.632
Rural © 622 3.291 0.757

In order to explain the quantitative research results more comprehensively and explain and explain the validity of the quantitative research method results, we adopted the focus group interview mode after the questionnaire survey and data analysis.
This focus group interview has two special functions. The first function is to deeply explore the little-known research questions, and the group focus interview is suitable for quickly understanding the opinions and attitudes of group interview participants on specific phenomena or problems, for questionnaires, survey tools or other collections of research tools used in more quantitative studies, etc. The second function is to supplement the analysis of large-scale and quantitative surveys. Group focus interviews was further collected after quantitative investigations.
Based on the list of questions in Appendix C, data from the focus group discussion shows that, when they discuss difficult experiences in life and how to deal with them, the higher psychological capital groups (12 students) often ask more ambitious questions, such as family difficulties (2 students), career planning (3 students), overseas study planning (2 students), and future career planning (4 students), and so on. While the lower group of psychological capital (10 students) often asks slightly more detailed questions, such as the final exam (3 students), not driving (1 student), learning foreign language difficulties (4 students), etc. Thus the psychological capital The level of the decision will determine the difficulty of confrontation and how to treat difficulties to a certain extent. Students with higher psychological capital tend to have a better mentality when faced with difficulties.
When they discuss the difficulties encountered in working with people and how to deal with them, data from the focus group discussion shows that the proportion of people who have problems in “communication” in the higher group of psychological capital and the lower group of psychological capital is 83.3% and 70%, and its keywords (lack of understanding, unbalanced division of labor, knowledge gap too large) are rare, we can find that the different groups of people with high and low psychological capital, the problems encountered when working with others is universal and almost consistent; and the methods to deal with these problems include more communication, improved attitude, etc.

Problem 3 What is the level of employability of the respondents in terms of Courses enrolled in Colleges/ Levels of students/ Only child or not/ Place of origin?
Table 11 The level of employability of the respondents
N Average Score
(M) Standard Deviation
(SD) Remark
Self-development ability 989 3.489 0.585 2
Interpersonal communication ability 989 3.498 0.586 1
Self-confidence 989 3.399 0.613 4
Practical ability 989 3.394 0.579 5
Adaptability 989 3.401 0.606 3
Employability 989 3.431 0.514

The table shows that among the constituent factors of college students’ employability, the interpersonal communication ability score is the highest (3.4979), and the practical ability score is the lowest (3.3939), that is, the interpersonal communication ability of college students is relatively strong, the self-development ability is second, and the third is adaptability, the fourth is self-confidence. And the weakest is practical ability.
In this study, the overall average score of college students’ employability is used to indicate the overall level of college students’ employability. The average scores of each component are used to express the level of each factor to analyze the overall employability of college students and the factors of each component. The study found that the overall score of college students’ employment and the average scores of each factor are in the upper-middle level (greater than the theoretical median value of 3), indicating that college students have certain employability, and there is also the possibility of further improvement.
According to the dimensions of Courses enrolled in Colleges/ Levels of students/ Only child or not/ Place of origin, the employability of students of different groups is as follows:
Table 12 The level of employability of the respondents in terms of Courses enrolled in Colleges：
Majors Number Mean SD
Science and Engineering 575 3.325 0.789
Liberal Arts 414 3.312 0.801

Table 13 The level of employability of the respondents in terms of Levels of students：
Levels of students Number Mean SD
Freshman (A) 292 3.345 0.793
Sophomore (B) 207 3.256 0.891
Junior © 278 3.467 0.814
Senior (D) 212 3.246 0.840

Table 14 The level of employability of the respondents in terms of Only child or not：
Only child or not Number Mean SD
No 202 3.521 0.782
Yes 787 3.235 0.759

Table 15 The level of employability of the respondents in terms of Place of origin：
Place of origin Number Mean SD
City (A) 149 3.529 0.823
County Town (B) 218 3.370 0.692
Rural © 622 3.159 0.757

Based on the list of questions in Appendix C, data from the focus group discussion shows that, when they discuss difficult experiences in life and how to deal with them, there is no significant difference between the higher-employability group (7 students) and lower-level group (8 students). 80% (12) of them have mentioned academic-related problems, and half of them have mentioned lack of friends. There seems basically no difference, but the reasons are much different. For example, the reasons for the higher employability group mention “friends” is because they think friends are so important in life, while the reason for lower employability group is because they don’t know how to make friends.
When they discuss the difficulties encountered in working with people and how to deal with them, the higher employability group (7 students) and the lower employability group (8 students) have greater differences on this issue. People with higher employability tend to find reasons from themselves. For example, when they think that many people cooperate, they are “not good enough” and “ I have a shortcoming of knowledge”, “I can’t fully understand the meaning of others”, etc.; the answer to the lower employability group is often used to find the reason from others, and more is that “the other party has no tacit understanding with himself” If you don’t understand your own words, “cooperation itself is very difficult”; we can conclude that students with high employability tend to get used to finding reasons for themselves and better let others understand themselves. Such people will also get jobs when they are looking for a job interview. More opportunities, which is consistent with the findings of this paper, and the lower employability group is just the opposite, which confirms the accuracy and reliability of the research.

Problem 4 Are there significant differences in the level of the psychological capital of the respondent when they are grouped according to their demographic profile?
This study mainly uses independent sample t test and one-way ANOVA (t test statistical method is applied to the difference test of two means, one-way ANOVA is applied to the difference test of the mean between three groups) to test Whether the psychological capital of college students is different due to the difference in demographic variables and whether the difference is significant. The demographic variables selected are: gender, ethnicity, whether they are only children, place of origin, levels of students, and professional category;

(1) Differences in the psychological capital of college students in the only child or not
Taking the only child or not as an independent variable, the overall psychological capital of college students and the factors of each factor are divided into dependent variables for independent sample t-test. The specific results are shown in Table 14. It can be seen from Table 14 that the self-efficacy of the only-child college students is significantly higher than that of the non-only-child college students (C p=0.000 < 0.05). Except for the self-efficacy factor, there is no significant difference in the overall and other constituent factors of psychological capital among the only child and non-only child. Therefore, it is assumed that “the psychological capital of college students is different because of whether they are only child or not”.
Table 16 Differences in the psychological capital of college students in the only child
Only child or not N Average Score
(M) Standard Deviation
(SD) t Sig.
Self-efficacy Yes 202 3.358 0.565 4.035 0.000
No 787 3.182 0.548
Resilience Yes 202 3.318 0.596 0.388 0.698
No 787 3.300 0.586
Hope Yes 202 3.612 0.653 0.206 0.837
No 787 3.602 0.650
Optimism Yes 202 3.548 0.629 1.117 0.264
No 787 3.495 0.597
Psychological Capital Yes 202 3.450 0.471 1.814 0.070
No 787 3.383 0.466

(2) Differences in the place of origin on psychological capital of college students
Taking the place of place of origin of students as the independent variable, the overall psychological capital of college students and the factors of each factor are divided into dependent variables to the psychological resources of college students.
In the analysis of the difference in place of place of origin, this study first analyzed the variance of the psychological capital of the university students and the factors, and the results are shown in Table 15. As can be seen from Table 15, for the two dependent variables of “psychological capital” and “self-efficacy”, the F values of the overall test were 3.072 (p=0.047 < 0.05) and 10.046 Cp=0.000<0.05, respectively, both of which were significant. The level indicates that there are significant differences in the psychological capital and self-efficacy factors among college students from different places of origin, but there is no significant difference in resilience, hope and optimism. In order to determine which differences between the two groups were significant, this study used the Least significant difference (LSD method) for multiple comparisons. Further comparison found that in the total amount of psychological capital, college students from the city were significantly higher than those from rural areas (p=0.044<0.05), and there was no significant difference between the other two pairs. In terms of self-efficacy, college students from the city Significantly higher than those from rural areas (p=0.000 < 0.05), the number of college students in the county was significantly higher than that from rural areas (p=0.010 <0.05). There was no significant difference between the city and the students from the county. (As shown in Table 15). Therefore, the hypothesis - “the psychological capital of college students is different due to different place of place of origin” is partially established.
Table 17 Analysis of Variance of Psychological Capital Differences of College Students from Different Birthplaces
Birthplace N Average Score
(M) Standard Deviation
(SD) F Sig. Compare
Self-efficacy City (A) 149 3.370 0.526 10.046 0.000 A>C(p=0.000)
B>C(p=0.010)
County Town (B) 218 3.275 0.579
Rural © 622 3.162 0.547
Resilience City (A) 149 3.300 0.573 0.622 0.537
County Town (B) 218 3.343 0.635
Rural © 622 3.291 0.575
Hope City (A) 149 3.602 0.616 0.180 0.835
County Town (B) 218 3.627 0.691
Rural © 622 3.596 0.645
Optimism City (A) 149 3.586 0.625 2.745 0.065
County Town (B) 218 3.545 0.610
Rural © 622 3.472 0.594
Psychological Capital City (A) 149 3.455 0.431 3.072 0.047 A>C(p=0.044)
County Town (B) 218 3.437 0.498
Rural © 622 3.369 0.464

(3) Differences in the level of college students’ psychological capital
Taking the levels of students as the independent variable, the overall psychological capital of college students and the parameters of each factor are divided into dependent variables to analyze the difference of college students’ psychological capital in levels of students (the method is the same as above), and the results of variance analysis are shown in Table 16. From Table 16, the F-value of the overall test of self-efficacy dependent variables is 6.616 (p=0.003 < 0.05), reaching a significant level, indicating that college students of different levels of students have significant differences in self-efficacy factors, while in the overall psychological capital. There were no significant differences in the factors of resilience, hope, and optimism. Further comparisons were made using the LSD method: in terms of self-efficacy, Freshman were significantly higher than the sophomores (p=0.012 < 0.05), and Juniors were significantly higher than the sophomores (p=0.001 < 0.05). Seniors were significantly higher than the sophomores (p=0.003 < 0.05), and there was no significant difference between the other groups (see Table 16). Therefore, the hypothesis - “the psychological capital of college students is different due to different level” is partially established.
Table 18: Variance analysis of psychological capital differences in college students of different levels
Level of student N Average Score
(M) Standard Deviation
(SD) F Sig. Compare
Self-efficacy Freshman (A) 292 3.224 0.518 6.616 0.003 A>B(p=0.012)
C>B(p=0.001)
D>B(p=0.003)
Sophomore (B) 207 3.101 0.575
Junior © 278 3.258 0.566
Senior (D) 212 3.326 0.582
Resilience Freshman (A) 292 3.341 0.602 1.785 0.148
Sophomore (B) 207 3.226 0.532
Junior © 278 3.319 0.578
Senior (D) 212 3.276 0.707
Hope Freshman (A) 292 3.642 0.616 2.179 0.100
Sophomore (B) 207 3.555 0.691
Junior © 278 3.571 ?
Senior (D) 212 3.550 0.5113
Optimism Freshman (A) 292 3.426 0.626 2.425 0.315
Sophomore (B) 207 3.534 0.610
Junior © 278 ? ?
Senior (D) 212 3.435 0.434
Psychological Capital Freshman (A) 292 3.528 0.531 2.872 0.062
Sophomore (B) 207 3.403 0.528
Junior © 278 ? ?
Senior (D) 212 3.369 0.464

(4) Differences in the major of college students’ psychological capital
Table 19 Differences in major of college students’ psychological capital
Major N Average Score
(M) Standard Deviation
(SD) t Sig.
Self-efficacy Science and Engineering 575 3.268 0.555 1.335 0.061
Liberal Arts 414 3.188 0.538
Resilience Science and Engineering 575 3.348 0.586 2.878 0.018
Liberal Arts 414 3.310 0.596
Hope Science and Engineering 575 3.582 0.673 -0.276 0.697
Liberal Arts 414 3.612 0.660
Optimism Science and Engineering 575 3.508 0.649 0.217 0.684
Liberal Arts 414 3.475 0.613
Psychological Capital Science and Engineering 575 3.430 0.476 1.314 0.175
Liberal Arts 414 3.3910 0.451
Taking the major as the independent variable, the overall psychological capital of college students and the factors of each factor are divided into dependent variables for independent sample t-test. The specific results are shown in Table 17. It can be seen from Table 17 that the resilience of science and engineering college students is significantly higher (p=0.018<0.05) than that of liberal arts college students. In addition to the resilience factor, there is no significant difference in the overall and other constituent factors of psychological capital among college students of science and engineering and liberal arts. Therefore, the hypothesis - “the psychological capital of college students is different due to different majors” is established.

Problem 5 Are there significant differences in the level of their employability when they are grouped according to their demographic profile?
(1) Differences in the employability of college students in the only child or not
Taking the only child or not as an independent variable, the overall employability of the university students and the factors of each factor are divided into dependent variables for independent sample t-test. The results are shown in Table 20. As can be seen from Table 20, the adaptability of non-only-child college students is significantly higher. For the only child students (p=0.005 < 0.05), there was no significant difference in overall employment and other aspects. Therefore, it is assumed that “the employment of college students is different because of whether they are only child or not”.
Table 20 Differences in the employability of college students according to Only child or not
Only child or not N Average Score
(M) Standard Deviation
(SD) t Sig.
Self-development ability Yes 202 3.530 0.6102 1.253 0.242
No 787 3.473 0.572
Interpersonal communication Yes 202 3.570 0.612 1.854 -0.072
No 787 3.482 0.572
Self-confidence Yes 202 3.371 0.617 -0.512 -1.524
No 787 3.406 0.625
Practical ability Yes 202 3.383 0.613 1.351 -0.135
No 787 3.379 0.568
Adaptability Yes 202 3.373 0.692 2.529 0.005
No 787 3.502 0.622
Employability Yes 202 3.482 0.540 1.890 0.066
No 787 3.411 0.518

(2) Differences in the employability of college students from different place of origin
Taking the place of origin of students as the independent variable, the overall employment of college students and the factors of each factor are divided into dependent variables to analyze the differences in the employment of college students. The results of analysis of variance are shown in Table 21. As can be seen from Table 21, the F-values of the overall test of the overall employment and interpersonal communication skills, practical ability, and adaptability were 3.773 (p=0.023 < 0.05), 5.622 Cp=0.007 < 0.05), 4.425 Cp=0.015. <0.05), 4.372 Cp=0.009<0.05), reaching a significant level, indicating that the overall employment and interpersonal communication skills, practical ability, and employment factors of college students have significant differences among college students in different places of origin, but in self-development ability There was no significant difference between the self-confidence factor and employment. Further comparisons were made using the LSD method: college students from urban areas were significantly higher in overall employment and adaptability than those from rural areas. University students from urban areas were significantly higher in interpersonal communication skills and practical ability than those from county towns and rural areas. In the four factors of employability, there was no significant difference between the other groups (Table 21). Therefore, the hypothesis - "the employability of college students is different due to different place of origin " is partially established.
Table 21 Differences in the employability of college students according to Only child or not
Place of origin N Average Score
(M) Standard Deviation
(SD) F Sig. Compare
Self-development ability City (A) 149 3.570 0.576 0.746 0.505
County Town (B) 218 3.482 0.599
Rural © 622 3.472 0.587
Interpersonal communication ability City (A) 149 3.630 0.613 5.622 0.007 A>B(p=0.015)
A>C(p=0.002)
County Town (B) 218 3.483 0.615
Rural © 622 3.461 0.555
Self-confidence City (A) 149 3.342 0.536 1.271 0.345
County Town (B) 218 3.437 0.651
Rural © 622 3.396 0.625
Practical ability City (A) 149 3.5161 0.605 4.425 0.015 A>B(p=0.041)
A>C(p=0.003)
County Town (B) 218 3.395 0.590
Rural © 622 3.362 0.564
Adaptability City (A) 149 3.535 0.591 4.372 0.009 A>C(p=0.002)
County Town (B) 218 3.417 0.608
Rural © 622 3.369 0.604
Employability City (A) 149 3.534 0.524 3.773 0.023 A>C(p=0.006)
County Town (B) 218 3.434 0.521
Rural © 622 3.405 0.504

(3) Differences on employability of college students of different levels
Taking the levels of students as the independent variable, the overall employment of college students and the factors of each factor are divided into dependent variables to analyze the difference in the employment level of college students. The results of variance analysis are shown in Table 22. It can be seen from Table 22 that the F value of the overall self-confidence factor of employment self-confidence in the employability of college students is 4.131 (p=0.008 < 0.05), reaching a significant level, indicating that there are significant differences in employment self-confidence factors among college students of different levels of students. There is no significant difference in the overall employment and self-development ability, interpersonal communication ability, practical ability and adaptability factor. Further comparisons were made using the LSD method. The students in the third and fourth levels of students were significantly higher than the sophomores in terms of employment self-confidence (P = 0.026, 0.009, respectively, less than 0.05). There was no significant difference between the other groups. As shown in Table 22). Therefore, the hypothesis - “the employment of college students is different due to different levels of students” is partially established.
Table 22 Differences in the employability of college students according to Levels of students
Level of student N Average Score
(M) Standard Deviation
(SD) F Sig. Compare
Self-development ability Freshman (A) 292 3.544 0.568 2.126 0.093
Sophomore (B) 207 3.441 0.545
Junior © 278 3.448 0.606
Senior (D) 212 3.556 0.632
Interpersonal communication ability Freshman (A) 292 3.521 0.562 1.787 0.149
Sophomore (B) 207 3.426 0.572
Junior © 278 3.497 0.608
Senior (D) 212 3.566 0.607
Self-confidence Freshman (A) 292 3.442 0.616 4.131 0.008 C>B(p=0.026)
D>B(p=0.009)
Sophomore (B) 207 3.275 0.591
Junior © 278 3.391 0.610
Senior (D) 212 3.500 0.701
Practical ability Freshman (A) 292 3.406 0.546 2.511 0.093
Sophomore (B) 207 3.314 0.560
Junior © 278 3.403 0.608
Senior (D) 212 3.425 0.594
Adaptability Freshman (A) 292 3.328 0.581 1.572 0.0695
Sophomore (B) 207 3.423 0.569
Junior © 278 3.391 0.634
Senior (D) 212 3.469 0.644
Employability Freshman (A) 292 3.425 0.483 2.263 0.091
Sophomore (B) 207 3.361 0.479
Junior © 278 3.428 0.559
Senior (D) 212 3.501 0.530

(4) Differences in the employability of college students in the major
Table 23 Differences in the employability of college students according to Majors
Major N Average Score
(M) Standard Deviation
(SD) t Sig.
Self-development ability Science and Engineering 575 3.508 0.595 1.528 0.301
Liberal Arts 414 3.468 0.568
Interpersonal communication Science and Engineering 575 3.498 0.586 0.108 0.818
Liberal Arts 414 3.449 0.576
Self-confidence Science and Engineering 575 3.422 0.603 1.726 0.097
Liberal Arts 414 3.352 0.630
Practical ability Science and Engineering 575 3.418 0.579 1.217 0.284
Liberal Arts 414 3.415 0.573
Adaptability Science and Engineering 575 3.380 0.616 1.014 0.375
Liberal Arts 414 3.411 0.591
Employability Science and Engineering 575 3.407 0.521 1.252 0.204
Liberal Arts 414 3.464 0.506
An independent sample t test was conducted on the overall employability of each college student in different majors and the average scores of each factor. The specific results are shown in Table 23. It can be seen from Table 26 that there is no significant difference in the overall employment and factors of college students. Therefore, the hypothesis - “the employment of college students is different due to different majors” does not hold.

Problem 6 Are dimensions of psychological capital significant predictors of employability of respondents?
(1) Results of correlation analysis between college students’ psychological capital and employability.
Table 24: Correlation between the overall psychological capital of college students and the factors and their overall employability and various factors
Self-development ability Interpersonal communication Self-confidence Practical ability Adaptability Employability
Self-efficacy Pearson correlation coefficient 0.616 0.621 0.461 0.691 0.625 0.725
Bilateral significance 0.000 0.000 0.000 0.000 0.000 0.000
Resilience Pearson correlation coefficient 0.401 0.315 0.792 0.351 0.355 0.415
Bilateral significance 0.000 0.000 0.000 0.000 0.000 0.000
Hope Pearson correlation coefficient 0.692 0.527 0.592 0.524 0.492 0.623
Bilateral significance 0.000 0.000 0.000 0.000 0.000 0.000
Optimism Pearson correlation coefficient 0.562 0.581 0.429 0.592 0.521 0.662
Bilateral significance 0.000 0.000 0.000 0.000 0.000 0.000
Psychological Capital Pearson correlation coefficient 0.747 0.692 0.742 0.691 0.632 0.749
Bilateral significance 0.000 0.000 0.000 0.000 0.000 0.000

The table shows that the psychological capital of college students and the factors of each dimension are positively correlated with employability and each dimension factor, and the correlation coefficient is between 0.315 and 0.792. The specific analyses are as follows:
The correlation between college students’ psychological capital and employability is the highest, and the correlation coefficient is 0.749. Its correlation coefficients with the five factors of “self-development ability”, “interpersonal communication ability”, “self-confidence”, “practical ability” and “adaptability” are 0.747, 0.692, 0.742, 0.691, and 0.632, respectively. This shows that the employability of college students and the level of each dimension increase with the increase of psychological capital level.
There is also a significant positive correlation between the “self-efficacy” of college students and employability and various dimension factors, and the correlation with employability is the highest, with a correlation coefficient of 0.725. Its correlation coefficients with the five factors of “self-development ability”, “interpersonal communication ability”, “self-confidence”, “practical ability” and “adaptive ability” are 0.616, 0.621, 0.461, 0.691, 0.625, respectively, indicating that the employability of college students and the level of each dimension increases as the level of “self-efficacy” increases.
The “optimism” of college students is significantly positively correlated with employability and various dimensional factors. Among them, it has the highest correlation with employability, and the correlation coefficient is 0.662. Its correlation coefficients with the five factors of self-development ability, interpersonal communication ability, self-confidence, practical ability and adaptability are 0.562, 0.581, 0.429, 0.592, and 0.521. The employability of college students and the level of each dimension have increased with the improvement of the level of “optimism”.
The “resilience” of college students is significantly positively correlated with employability and various dimensional factors. Among them, the correlation between college students’ “resilience” and “self-confidence” is the highest, and the coefficient is 0.792. Its correlation coefficients with “self-development ability”, “interpersonal communication ability”, “practical ability”, “adaptability” and employability are 0.401, 0.315, 0.351, 0.355, and 0.415, respectively. The employability and dimensions of college students have increased with the improvement of the level of “resilience”.
There is a significant positive correlation between “hope” and employability and various dimension factors. Among them, the correlation between college students’ “hope” and “self-development ability” is the highest, and the correlation coefficient is 0.692. Its correlation coefficient with employability, “interpersonal communication ability”, “employment self-confidence”, “practical ability” and “adaptive ability” are 0.623, 0.527, 0.592, 0.524, 0.492, respectively, indicating the employment competitiveness of college students and the level of each dimension the improvement of the “hope” level is enhanced.
According to the theory of the relationship between the correlation coefficient and the degree of correlation, if the absolute value of r is between 0.5 and 0.8, it is significantly correlated. The table shows that 73.33% of the correlation coefficient between psychological capital and employability and their factors are significantly correlated, indicating that the higher the overall level of psychological capital and the dimensions, the better the employability and its dimensions.
Table 25 Results of FGD of which behavior best reflects the level of psychological capital/employability
Which behavior do you think best reflects the level of mental capital Which behavior do you think best reflects the level of employability
Higher psychological capital group (12) Have faith in yourself (66.6%)
Have the courage to face difficulties (66.6%) Fluent communication (75%)
Lower psychological capital group (10) Have the courage to face difficulties (70%) Able to work with people (60%)
Higher employability group (7) Have the courage to face difficulties (71.4%) Able to work with people（42.8%）
Clarify your career plan (42.8%)
Lower employability group (8) Not nervous (50%) Smooth communication (50%)

The table shows the results of the focus group discussion, when the four groups (the higher employability group, the lower employability group, the higher psychological capital group, and the lower psychological capital group) discuss the behavior they think best reflects the level of psychological capital/employability. The researcher has made statistics on everyone’s answers and data, and concluded that the one that best represents psychological capital is “having confidence in oneself” (66.6%), which is consistent with the quantitative research results (the results shown in Table 24). And the one that best represents employability is “fluent communication” (75%).
It can be seen from the data that there are still many people in the current college student group who have insufficient self-confidence for themselves and attach great importance to cultivating this ability. At the same time, college students also attach great importance to communication when looking for work. The efficiency and results can be said to be closely related to the strengthening of the relationship between college students’ education, psychological capital research and training and the labor market demand in the employment environment. From the perspective of historical evolution, changes in the external environment and internal composition increasingly require higher education to undertake more social functions, but in terms of talent development, the diploma awarded by the original university is for the graduates to enter the workplace and The golden key to career development, however, today’s diploma devaluation, the “knocking the door” and “stepping stones” of the diploma are weakened, and higher education is increasingly being asked to provide graduates with the ability to prepare for effective work in the workplace. Under this circumstance, undergraduate education shows the development trend of professionalism. However, the needs of the workplace itself are also changing, showing high performance in the completion of tasks, no longer relying on specialized skills as in the past, but on the individual’s general and soft capabilities. Therefore, the connotation of career preparation is also changing. The different content and value orientation (academic, social, and practical) in undergraduate education tend to merge. In short, the development of the relationship between undergraduate education and the labor market, not only need to pay attention to the changes in undergraduate education, but also need to pay attention to changes in the labor market demand.
Secondly, providing the necessary ability preparation for the long-term career development of learners is the meaning of current and future undergraduate education. Economic activities and the value orientations associated with them are becoming more and more important in modern society. Entering work organizations to engage in social labor has become the basic path for modern people to survive. Moreover, individualization is an important feature of today’s society. Individuals need to face more and more complex social environments independently, take on more social responsibilities, and respond to more social pressures. Colleges and universities pay attention to the career orientation in the cultivation of talents, which means the basic humanistic care that the general public should have in contemporary society. In addition, the current “difficulty in employment” is a procedural issue rather than a final issue. Capacity development is a long-term issue. Colleges and universities should focus on the long-term development of students, rather than being limited to meeting current external needs.
(2) Results of one-way regression analysis of college students’ psychological capital on employability
Based on the correlation analysis between college students’ psychological capital and employability, this study takes the employability of college students as the dependent variable, and the overall score of college students’ psychological capital is the independent variable for regression analysis. The results are shown in Table 26.
Table 26 Regression analysis of psychological capital on employability
Multivariate correlation coefficient ® R2 F Sig. Increment of F B Standardized coefficient Beta
Intercept
Psychological capital 0.001 0.492
0.749 0.561 1423.002 0.000 1423.002 0.792 0.749
As can be seen from Table 25, the predictor variable—the totality of mental capital and the dependent variable—the overall diversification of employability
The coefficient is 0.749, the coefficient of determination (R2) is 0.561, and the F value of the final regression model is 1423.002 (p=0.000<0.05). Therefore, the total psychological capital can effectively explain the variation of 56.1% of the employability, indicating the psychological capital of college students. The overall predictor variable has a strong predictive power for employment. From the standardized regression coefficient, the p-value of the predictor in the regression model is 0.731, and a positive number indicates that its impact on employment is positive. Therefore, it is assumed that “the psychological capital of college students affects the overall employment of college students as a whole”.
The non-standardized regression equation for the one-way regression model of college students’ psychological capital versus employability is:
College students’ employability = 0.492 + 0.792 * College students’ psychological capital
The standardized regression equation for the one-way regression model of college students’ psychological capital versus employability is:
College students’ employability = 0.749 * College students’ psychological capital

(3) The results of stepwise multiple regression analysis of college students’ psychological capital on employability
Taking the employability of college students as the dependent variable, the scores of each factor of college students’ psychological capital were regression analysis, and the results are shown in Table 27.
Table 27 Stepwise multiple regression analysis of college students’ psychological capital on employability
Input variable order Multivariate correlation coefficient ® R2 F Sig. B Standardized coefficient Beta
Intercept

Self-efficacy 0.573
0.725 0.527 1356.127 0.000 0.436 0.471
2.Hope 0.801 0.642 942.502 0.000 0.205 0.260
3.Optimism 0.824 0.679 696.092 0.000 0.204 0.239
It can be seen from Table 27 that there are three factor variables in the four factor predictors of psychological capital that have significant predictive power for employment, in the order of “self-efficacy”, “hope”, and “optimism”. The multivariate correlation coefficient between the three factor predictors and the employability dependent variable is 0.824, the coefficient of determination (suburb) is 0.679, and the F value of the final regression model is 696.092 (p=0.000 < 0.05). Therefore, the three factors of self-efficacy, hope and optimism of psychological capital can effectively explain the employability. The 67.9% variation indicates that the three factors of self-efficacy, hope and optimism of college students’ psychological capital have strong predictive ability for employment.
Observing the predictive power of each factor variable, we can find that the most predictive of the employability is the “self-efficacy” independent variable, which has an explained variation of 52.7%; followed by “hope”, which explains the variation of 11.5%; Finally, “optimistic” explains the variation of 3.7%. From the standardized regression coefficients, the p-values of the three predictors in the regression model are 0.471, 0.260, and 0.239, respectively. Both positive numbers indicate that their impact on employment is positive. Therefore, it is assumed that the “factory psychological capital factors have an impact on the employment of college students” was established.
The non-standardized regression equation of the multiple regression model of the factors of college students’ psychological capital on employability is:
College students’ employability = 0.573 + 0.436 * self-efficacy + 0.205 * hope + 0.204 * optimistic
The standardized regression equation of the multiple regression model of the factors of college students’ psychological capital on employability is:
College students’ employability = 0.471 * self-efficacy + 0.260 * hope + 0.239 * optimistic

Problem 7 Based on the findings, what psychological capital development program may be proposed？
Through the data analysis in the previous sections, we can conclude that there are three factor variables in the four factor predictors of psychological capital that have significant predictive power for employment, in order of “self-efficacy”, “hope”, and “optimism”. It shows that the three factors of self-efficacy, hope and optimism of college students’ psychological capital have strong predictive ability for employment. Therefore, this program also provides guidance and practice for college students to improve their psychological capital in response to these factors and aspects. The final verification practice results are summarized as follows:
In response to the “optimistic” factor, schools should guide students to love life, love living, and be kind to life. They should take the form of elective courses, lectures, psychological counseling websites, hotlines, etc. to publicize high-level students and popularize the basic knowledge of psychological crisis. Targeted psychological crisis education, guide students to build awareness of psychological crisis prevention, help them improve their ability to cope with psychological crisis, enable them to face difficulties with a positive and optimistic attitude towards life, and know that when they cannot solve psychological crisis by themselves how to seek help; at the same time, schools and society also need to jointly establish a student’s mental health file, which is also the basic work of psychological crisis intervention for higher vocational students. The school mental health file refers to the centralized preservation of individual psychological development characteristics, psychological test results, school psychological counseling and counseling records, etc. These materials should be sorted according to certain procedures to form a system with internal connections, such as the actual reflection of students.
In response to the “self-efficacy” factor, it is necessary to use the school-enterprise cooperation platform to establish a teaching practice base and an employment and entrepreneurship base, and carry out social practice activities through professional internships, community activities, pre-employment training, social surveys, and simulated recruitment, and consciously increase the practice of college students. With experience, educators should help students set and achieve goals, strengthen role awareness, and timely technical guidance, so that college students’ self-efficacy can be continuously improved. Secondly, it is necessary to set an example and carry out an experience exchange meeting. Finally, in the specific teaching, teachers should use various teaching forms such as in-class practice, classroom discussion, case analysis, etc. to interact with students, and continuously enhance the participation of classroom teaching. Timeliness, let more students show their talents, discover themselves, express themselves, shape themselves, and effectively improve the employment self-efficacy of college students;
In response to the “hope” factor, colleges and universities should use the corresponding professional assessment tools to test the professional ability of college students, and formulate practical employment goals based on a comprehensive understanding of students and grasping students’ professional ability and career expectations. In the design, we also stimulate the students’ motivation through reasonable goals, and clearly realize the ways to fully estimate the difficulties and setbacks that may be encountered, and encourage students to make up their minds through corresponding means. This intervention mechanism for hope ability can minimize the negative impact of difficulties and obstacles on students, effectively expand the employment path of college students, and cultivate college students to have a stable level of hope in order to achieve clear goals.
Table 28 Results of FGD of what experiences can maximize psychological capital/ employability
What experiences do you think can maximize your mental capital? What experiences do you think can maximize your employability?
Higher psychological capital group (12) Challenge your ability limit (50%) Career plan (50%)
Lower psychological capital group (10) Participate in competition (40%) Intern (50%)
Higher employability group (7) Participate in various activities (57.1%) Intern (57.1%)
Career plan (57.1%)
Lower employability group (8) Challenge oneself (50%) Intern (50%)
The table shows the results of the focus group discussion, when the four groups (the higher employability group, the lower employability group, the higher psychological capital group, and the lower psychological capital group) discuss the experiences which they think can maximize psychological capital/ employability. The researcher has made statistics on everyone’s answers and data, and concluded that the most effective way to improve psychological capital is to participate in various activities (57.1%), and the most effective way to improve employability is “designated career planning” (57.1%).
It can be seen from the data that more people in the current college student group want to exercise their abilities through more social activities and different types of work; On the issue of employment power, many people have mentioned in the same way that they hope to develop employment plans correctly, but only through continuous participation in various social activities, students’ affairs, participation in various groups, extensive exposure to various industries, and training. With your own hobbies, you can slowly explore the career plan that suits you best. In the current situation, under the pressure of external demand faced by undergraduate education, it is necessary to pay attention to guarantee and give play to teachers’ initiative and creation in teaching. force. History tells us that universities play an important role in transforming society through the cultivation of talents. The university does not blindly connect the existing social needs, and demonstrates different degrees of social transformation in different historical stages. Institutions of higher education need to focus on timely adjusted according to the needs of the real world, but also need to guard against is only concerned with the present and ignore the future, they need to prepare and implement future needs of society through creativity scholars. How to balance the distance between higher education and social needs and maintain appropriate tension between the two has become an important issue in the current higher education governance. In the case of scholars facing pressure from various aspects such as scientific research and social needs, providing the necessary free space to ensure the protection and exertion of their enthusiasm and creativity in education and teaching is a matter that needs careful consideration.
All kinds of evidence show that in today’s fast-changing and increasingly complex era, China’s undergraduate education urgently needs to take effective measures to deal with the economy and society in change. This study explores other possible orientations of undergraduate talent training reform, and proposes countermeasures to optimize employability training based on the research results. Generally speaking, it is necessary to integrate hard and soft capabilities in talent cultivation, provide diversified development paths, and deepen reform courses and teaching, extracurricular, and internships under the cooperation of universities, governments, and employers.
Based on all these findings, it is known that the accumulation of psychological capital plays an important and important role in improving the employment of college students. When conducting traditional university education, we should not forget to effectively develop the psychological capital of college students, to comprehensively and effectively enhance the employment of college students and better reflect the value of higher education. College students should profoundly recognize the important role of psychological capital in improving their employability, and constantly accumulate their own positive psychological capital to serve the promotion of employment.
The proposal of the construction of psychological capital is undoubtedly theoretically reasonable. First, optimism, self-efficacy, resilience, and hope are positive concepts; at the same time, there is a close relationship between them. For example, individuals with high self-efficacy are relatively optimistic about the future, and have enough resilience in the face of adversity. Based on this theory, the questionnaires of this study and the results of the focus group discussion, while considering the actual situation of the students in the school, we found that the impact factors on the psychological capital of college students are: First, the students get Interpersonal support. From this perspective, the trust, help, understanding, and care of the family, teachers, classmates, and intimate friends have the most obvious impact on the accumulation of psychological capital of college students. Second, the positive personality characteristics of college students. These include the characteristics of being kind, sincere, and capable of being tolerant, capable of being stable, mature, self-control, doing things well, being able to persevere, and doing things with due diligence and responsibility. And other characteristics; third, achievement motivation. Includes a strong desire to succeed and a sense of pride after success; fourth, campus culture. Campus culture as a subtle influence factor mainly includes: the school attaches importance to the cultivation of students’ personal core values, the school has rich and diverse social activities, and has a democratic, equal and fair institutional culture. It has an academic atmosphere of advocating academics, pursuing excellence and dedicating innovation. The campus environment is harmonious and elegant, the theme of educating people is clear, and the cultural heritage is profound.
The process of college education contains many factors that affect the accumulation of psychological capital of college students, such as interpersonal support in the process of teacher-student interaction, the stimulation of achievement motivation, the personal charm of teachers and the quality of counselors, as well as the school system culture and environmental culture. These factors have a potential impact on the student’s psychological activity process. Therefore, establishing an all-round education management thought has a positive effect on the accumulation of psychological capital of college students. At present, the managers of most colleges and universities recognize the important role of all-round education, but there is still no set of ideas on how to achieve all-round education, how to improve the level of psychological capital accumulation of college students through systematic and comprehensive education programs. Or practice. Here, it is necessary to further consolidate and clarify the concept of educating people in all aspects of education, so that every aspect of the school management structure can fully exert its own advantages and form a synergy, thereby promoting the effective improvement of the psychological capital of college students.
The rationality of the value of higher education lies in the ability to carry out purposeful, conscious and active educational activities based on the needs of human growth and development and the objective laws of social development, to realize the comprehensive and free development of human beings and to nurture social development. The function of high-quality innovative talents. College education can only accomplish these two basic functions by finding a harmonious balance between the two. This is the basic standard and requirement of the efficiency of college education ethics practice, and it is also the effective development of college students’ psychological capital cultivation.
Combining the conclusions of this chapter and comparing with the cited literature in the second chapter of this paper, we can see that the results of this study are basically consistent with the conclusions of important documents. Not only are there a significant positive correlation between college students’ psychological capital and employment, but also research. The data shows that the richer the psychological capital accumulation of college students, the stronger the employment capacity of college students. This is consistent with the findings of the study cited in Chapter 2. The four factors of self-efficacy, resilience, hope and optimism in psychological capital are significantly positively correlated with the overall employment and self-development ability, interpersonal communication ability, employment self-confidence, practical ability and adaptability of college students.
It can be seen from the research results of this study that the psychological capital of college students has a strong positive predictive effect on employment. College students’ psychological capital can explain the variance variation of 62.0% of employment power. Observing the situation of each variable, this study found that the three factors of “self-efficacy”, “hope” and “optimism” of college students’ psychological capital have a linear regression relationship with the employment of college students.

Chapter 5

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This chapter includes the summary of findings, conclusions, and recommendations of the study.
Summary
The study aimed to explore the relationship between positive psychological capital and employability in Liaocheng University.
Specifically, the study sought to answer the following problems:

What is the profile of the respondent students of Liaocheng University in terms of
1.1 Courses enrolled in/ Colleges;
1.2 Levels of students;
1.3 Only child or not;
1.4 Place of origin?
What is the level of psychological capital of the respondents in terms of
2.1 Courses enrolled in/ Colleges;
2.2 Levels of students;
2.3 Only child or not;
2.4 Place of origin?
What is the level of employability of the respondents in terms of
3.1 Courses enrolled in/ Colleges;
3.2 Levels of students;
3.3 Only child or not;
3.4 Place of origin?
Are there significant differences in the level of the psychological capital of the respondent when they are grouped according to their demographic profile?
Are there significant differences in the level of their employability when they are grouped according to their demographic profile?
Are dimensions of psychological capital significant predictors of employability of respondents?
Based on the findings, what psychological capital development program may be proposed?
College students’ psychological capital and employability are positive correlations, and psychological capital has a strong predictive effect on employability. After analysis, the regression equation of college students’ psychological capital on employability is obtained.
The non-standardized regression equation for the one-way regression model of college students’ psychological capital versus employability is:
College students’ employability = 0.492 + 0.792 * College students’ psychological capital
The standardized regression equation for the one-way regression model of college students’ psychological capital versus employability is:
College students’ employability = 0.749 * College students’ psychological capital
The non-standardized regression equation of the multiple regression model of the factors of college students’ psychological capital on employability is:
College student employment = 0.573 + 0.436 * self-efficacy + 0.205 * hope + 0.204 * optimism
The standardized regression equation of the multiple regression model of the factors of college students’ psychological capital on employability is:
College student employment = 0.471 * self-efficacy + 0.260 * hope + 0.239 * optimistic

Conclusions

The psychological capital and employability of the students in this study are at the upper-middle level, which indicates that college students have a certain level of psychological capital accumulation and employability.
The gender capital and self-efficacy of college students of different genders have significant differences in resilience, and there are significant differences in overall employment and self-development ability, interpersonal communication ability, practical ability and adaptability. There are no significant differences in other aspects.
There is no significant difference in psychological capital and employability among college students of different nationalities.
There is a significant difference in the self-efficacy factors of the one-child and non-only-child students in the psychological capital. The difference between the overall and other factors is not significant. In terms of employability, the adaptability of the one-child college students and the non-only-child college students is significantly different, and the differences in other aspects are not significant.
College students from different places of origin have significant differences in psychological capital and self-efficacy factors. There is a significant difference in the overall employment and self-development ability, practical ability and adaptability of college students from different places of origin. There are no significant differences in other aspects.
College students of different levels of students have significant differences in the self-efficacy factors of psychological capital, and there are significant differences in the employment self-efficacy factors of employability. There are no significant differences in other aspects.
College students of different disciplines have significant differences in the resilience factors of psychological capital, and there is no significant difference in the overall employment and composition factors.

Recommendations
From the results of the research, it is known that the accumulation of psychological capital plays an important and important role in improving the employment of college students. When conducting traditional university education, we should not forget to effectively develop the psychological capital of college students, to comprehensively and effectively enhance the employment of college students and better reflect the value of higher education. College students should profoundly recognize the important role of psychological capital in improving their employability, and constantly accumulate their own positive psychological capital to serve the promotion of employment.

Recommendation on education and management in colleges and universities
(1) Pay attention to the development of psychological capital in the teaching and practice
First, give college students a successful experience and improve their sense of self-efficacy.
The most effective way to develop self-efficacy is to let college students experience success repeatedly. Although success is not the same as self-efficacy, success helps to strengthen individual confidence and thus enhance self-efficacy. The specific methods are as follows: First, formulate goals and plans for reasonable teaching and practice development. Colleges and universities should reasonably formulate teaching and practice goals and plans, refine goals and plans, make them more in line with the characteristics of college students, and identify them so that they can continue to experience the process of achieving learning and practical goals. The feeling of “success” makes the self-efficacy of college students continue to increase. The second is to set a model for learning. The theory of social learning believes that the success of people who observe similar situations with themselves can enhance the confidence of observers. Direct success experience is usually not easy to obtain, providing college students with the opportunity to replace learning and imitation, so that college students have a certain period of reflection, which can also help college students gain self-efficacy. In the university campus, there are many similarities among college students. Therefore, setting up various excellent college student role models and appropriately instilling in college students the concept of “others can do it, I can do it” can enhance college students’ confidence in success. The third is to give positive feedback. Giving positive feedback is also a successful experience for college students. In learning and practice, educators should be good at discovering the strengths and strengths of college students and give students positive feedback and recognition according to the actual situation. Giving positive and positive evaluations to university students can often increase their mood and confidence. In addition to the above three methods, educators can also improve their self-efficacy by helping college students adjust their physical and mental state.
Second, attach importance to the education of college students’ career planning and raise the level of hope.
It can be seen from the concept of hope in the theory of psychological capital that hope is influenced by the three aspects of goal, path and willpower. Therefore, educators should help college students to set reasonable, clear-minded and challenging goals, and use these goals to enhance the willpower of college students. First, let the college students know “Who am I?”. Through self-awareness education for college students, help college students establish self-identity, help college students to correctly understand themselves and enhance self-confidence. Second, let the college students know “What do I want to do? What can I do?” Based on self-awareness education, it guides college students to objectively analyze their own knowledge and abilities, and to understand the gaps between their knowledge, abilities, interests and social requirements for talents, and their own career goals, so that appropriate adjustments to their employment expectations and employment concepts, to establish a reasonable and clear personal meaning of career goals. In addition, the career goals of college students need to be reasonably challenging and clear time starting and ending points. A career goal with these characteristics can bring long-term motivation to college students. Finally, according to the target situation, guide the career planning of college students. It should be noted that when guiding college students to develop career planning, it is necessary to formulate multiple implementation paths according to the objectives, determine the difficulties that need to be overcome, and formulate corresponding plans to overcome these difficulties; Difficult goals are broken down into short-term, easy-to-operate goals, and each small goal has a viable path that corresponds to it.
Third, help college students establish positive cognition and effectively develop optimism.
Optimism is that people take a positive attribution to the outcome of a certain thing, that is, the success is attributed to its own, internal, and stable factors, and the failure is attributed to external, unstable external control factors. Optimism can be acquired. By changing negative interpretation styles and attribution methods or enhancing positive interpretation styles and attribution methods, individuals can be effectively developed and promoted. Faced with a severe form of employment, educators and teachers should pay attention to the college students’ multi-angle and comprehensive analysis of employment conditions and choose positive attribution methods to positively explain and positively encounter the difficulties and obstacles the students encounter or will encounter. There are three main ways to develop optimism: one is to learn to inclusive the past, to reorganize and accept the failures, mistakes and frustrations of the past; the second is to learn to cherish the present, grateful and satisfied with the positive side of the current life, and grasp everything that is in the present. The third is to look for opportunities in the future, and regard future uncertainty as an opportunity for self-development and progress and adopt a positive and positive attitude. Especially when college students are convinced that their plans can overcome the difficulties they may encounter, and with the step-by-step implementation of the plan, the actual situation also proves the effectiveness of the plan, the positive optimism of college students will be further strengthened.
Fourth, strengthen the psychological education of college students’ frustration and improve the level of college students’ resilience.
Resilience is a dynamic, malleable and developable psychological capital. To improve the level of resilience of college students, first, educators should educate college students about setbacks, let college students learn to treat setbacks correctly, recognize the factors that influence the frustration tolerance, help college students establish a psychological defense mechanism for frustration, and effectively cope with setbacks. Let college students learn to form their own effective setback prevention mechanism by affirming themselves, enhancing self-confidence, self-motivation, regulating their ambition level and establishing harmonious interpersonal relationships. Second, let college students recognize the influencing factors of resilience. It is important to note that insight, independence, interpersonal relationships, initiative, sense of humor and character are all assets that contribute to the formation of higher resilience. In addition to positive factors, college students should also be aware of the resilience of the resilience factor, that is, the “fragile factor”, which is not conducive to the factors of resilience. Such as learning burnout, poor health and so on. The hazard factor exists objectively. It is unrealistic to want to completely avoid it and keep yourself and others away from harm. In fact, this is a challenge for the individual. This challenge provides the necessary growth and self-realization for the individual. And precious opportunities. In other words, “hazard” can stimulate growth and self-development and help us reach our full potential. Finally, we attach importance to the education of college students’ outlook on life and values. The outlook on life and values guide and shape a person’s cognition, emotions and actions. A stable outlook on life and values can make people realize the value and meaning of life and can make people believe that tomorrow can be better and promote the resilience. It is inevitable for college students to understand setbacks. The process of life is not smooth. The frustrations encountered in employment and post-employment work will have a major impact on the career development of college students if they cannot be faced with a correct and reasonable attitude. This effect may even be extremely destructive.
Fifth, different strategies are adopted according to the characteristics of students of different groups.
This study found that the overall situation of college students’ psychological capital and employability and their respective components are different in most demographic variables. In the teaching and practice training of colleges and universities, educators should treat these differences in college students in a scientific, sober and prudent manner. For the differences, educators should carefully study the teaching methods and methods, according to the characteristics of different college students. Individualized teaching methods can help students of different groups to improve their psychological capital and employability.
(2) Strengthen student management and service work
First, optimize the methods of students’ affairs.
Students’ affairs in university is a complicated and cumbersome work involving all aspects of college students’ study and life. Often a small matter is not handled well, which may have an indelible impact on students. Colleges and universities should constantly optimize the ways and means of students’ affairs and promote the healthy growth and fully development of college students. During the work of students’ affairs, it is necessary to pay attention to the differences in the psychological capital of college students in terms of gender, subject category, levels of students, and source of students. According to the situation of different students, the students’ ideological and political education and management services are carried out in a targeted manner, and the work of different students is carried out. The goal should be concrete and strive to make each student’s psychological capital fully developed to promote the improvement of the employment of each university student. It is necessary to strengthen the construction of incentive mechanism for students’ affairs, adhere to the combination of spiritual and material incentives, and conduct timely and impartial evaluation of the learning and practice of college students through various effective incentive mechanisms, and then conduct fair and reasonable incentives to enhance college students. The sense of accomplishment of learning and practice improves the self-efficacy and hope level of college students. In addition, it is necessary for college students to participate in the decision-making and practice of students’ affairs, to provide opportunities for college students to participate in the decision-making process, to participate in the management of students’ affairs, to contribute their own wisdom, to help solve problems, and to improve the practical problems of college students, so as to get the ability and confidence in meeting future challenges and improve employability.
Second, build an excellent campus culture.
The university campus is the most important place for college students to study and live. Excellent campus culture is conducive to improving the sense of identity and belonging of all college students and motivating them to participate in learning and practical activities, enthusiasm, initiative and creativity. Campus culture is a student training concept based on the school spirit, study style and school spirit formed in the long-term development of colleges and universities. The campus culture of colleges and universities has a tangible or intangible influence on college students. Excellent college campus culture plays an important role in establishing the correct outlook on life and values of college students, correcting the motivation of college students, and stimulating the enthusiasm, initiative and creativity of college students to participate in learning and practice. At the same time, excellent campus culture can promote free and easy communication between college teachers and college students, between college students and college students, and help to create a harmonious interpersonal relationship on campus. In addition, an important way to build campus culture in colleges and universities - university campus cultural activities can also provide opportunities for college students to participate in extracurricular time activities and comprehensive development, exercise the stage of self, enhance the self-efficacy of college students, and temper the will quality of college students. It is necessary to cultivate the positive spirit of college students and promote the improvement of the overall quality and ability of college students. Therefore, colleges and universities should pay attention to the construction of campus culture, establish a good school spirit, study style and school spirit, and establish a variety of campus cultural activities to promote the development of college students’ psychological capital and enhance the employment of college students.
Third, attach importance to the guidance of negative emotions of college students.
Colleges and universities should pay attention to the negative emotions of college students and enhance their positive emotions. Five to seven positive emotions can dissolve a negative emotion. Therefore, colleges and universities should pay attention to the negative emotions of college students and improve their psychological capital. There are three specific recommendations to practice. First, we must attach importance to the construction of mental health centers of college students, establish a mature psychological early warning and balance mechanism for college students, ensure that the psychological problems of college students can be discovered in time, and thus the students can get timely intervention. Second, we should increase the propaganda of mental health centers, so that college students can actively seek the help of psychological counselors when they are in trouble, avoiding the accumulation of psychological problems and causing more serious problems. Third, the college students’ mental health curriculum should be compulsory and regular mental health should be carried out. Lectures enable university students to understand the laws of psychological development and the causes of psychological problems and teach college students to save positive emotions and eliminate negative emotions and guide college students to actively seek help when they encounter troubles, thereby enhancing their psychological capital.
Recommendation on college students
(1) Get a fluent experience and improve self-efficacy
The concept of “fluent experience” was proposed by Chikcent Mihai C M. Csikszentmihalyi. It is found that when an individual is fully engaged in a controlled and challenging activity, the individual experiences a unique state of pleasure and joy, that is, a fluent experience. Individuals will have a higher and more positive evaluation of themselves after experiencing a fluent experience. Therefore, the feeling of fluent experience will make individuals more certain about themselves. In addition, as a kind of positive experience that has been experienced after the difficulties and twists and turns, the fluent experience will let the individual experience the happiness of “Every cloud has a silver lining”, which is a kind of reward and encouragement after personal effort, and it is a positive psychological experience. Therefore, the individual’s self-esteem and self-efficacy will be improved with the acquisition of a fluent experience.
Whether the individual’s activity skills are consistent with the challenge of the activity is the key to triggering a smooth state. Only when the skills and challenges are balanced, the individual can fully integrate into the activity to obtain a fluent experience. Simply put, if an individual does his best to accept the challenge and achieve the goal, it is possible to have a fluent experience, and this experience mostly comes from the balance between the individual’s personal ability and the perceived challenge. Therefore, in order to obtain a fluent experience for college students to improve their sense of self-efficacy, they should choose the difficulty of the challenge that their ability meets before they engage in something, that is, according to their actual situation in activities such as study and practice to set a reasonable goal. It is generally believed that the difficulty of the challenge or the height of the target is slightly higher than the level that can be achieved by the ability. In this case, the individual is most likely to have a fluent experience, thereby improving self-efficacy.
(2) Set reasonable goals and raise the level of hope.
In fact, lack of hope is a near-fatal desperation that can cause depression. Since time has been recorded, people have recognized the important role of hope for survival. “I hope to play a key role in success.” A large number of studies have shown that having “high hope” can help people succeed in many fields, such as academics, work, and life. In fact, having the right abilities and hopes is often more important than the talent in the success of the individual.
Ways for college students to raise their level of hope are:
First, set the goal.
Goals have a huge guiding effect on life, and life created with goals and determination is full of hope. If there is no practical goal as a driving force for progress, it is easy for people to compromise on the status quo, and it is difficult to eliminate unnecessary interference and influence. The setting of goals is not blind and must be based on adequate and correct understanding of their own conditions and related circumstances. The goal setting is to distinguish between short-term goals, medium-term goals, and long-term goals. The long-term goal is to achieve personal long-term hard work and unremitting struggle to achieve. To establish long-term goals, we must base ourselves on reality, careful choice, and comprehensive consideration, so that it is both realistic and forward-looking. Short-term goals are the components of long-term goals and they should be more specific and more targeted. It should be noted that the set goals must be flexible so that they can be appropriately adjusted to match the environment and the self-growth and development of college students.
Second, make plans.
After the target is determined, the corresponding implementation plan should be formulated according to the target. The steps in planning should include: 1 why this goal is achieved; 2 what difficulties can be encountered to achieve this goal; 3 need to work with those people, groups and organizations; 4 the knowledge, action plan needed to achieve this goal, the date of implementation.
Third, put it into action.
The development of goals and plans is only the first step. If the students just stay on paper or in their mind, it will be meaningless. College students have a common problem, that is they are giants of thought, but they are dwarfs of action. Goals and plan college students point the way, and action is the key link. In implementing the action, it is necessary to have the mentality of disregarding the difficulties and frustrations and take the initiative to do what should be done, that is, determination. Determination is of paramount importance to the development of college students. Without determination, the target college students will not persist, and will immediately give up when they encounter setbacks.
(3) Actively face life and cultivate an optimistic attitude
Life is fair to everyone, but different mindsets make a difference in life. People with an optimistic attitude will be more positive about the future, which makes him more persistent in behavior and willing to spend more time and energy. Optimists have higher self-esteem. When encountering setbacks and difficulties, they often use a more positive attitude to evaluate and analyze stress situations, adopt task-oriented coping strategies, find solutions to problems, and seek social support systems. Self-acceptance and self-improvement, actively redefining stress events, using hobbies or interests to divert attention to overcome difficulties and gain more resources to help you move forward. Therefore, optimistic people are more likely to achieve goals and achieve success.
Ways to cultivate an optimistic attitude are:
First, change the negative perceptions.
People’s perceptions and interpretations of events directly lead to emotional outcomes of events that are primarily derived from their perception of the self and the world around them. In college life, the students can’t avoid all kinds of difficulties and setbacks. Even though they can’t avoid it, they can courageously face and accept imperfections by adjusting their understanding and evaluation of difficulties and setbacks and regard it as self-growth. In the process, the accumulation of personal experience makes the negative perception into a positive attitude. Helping college students positively recognize the beauty of life can help them form an optimistic attitude towards life.
Second, be good at discovering your own strengths.
Everyone has his own strengths and strengths, but not everyone can be good at finding it. If college students want to find out their strengths, they must learn to compare correctly. It is easier to see the difference between themselves and others by comparison, but it is often hard to find their strengths. Therefore, college students should cultivate an optimistic attitude and make more vertical comparisons with themselves and try to avoid horizontal comparison. Everything in the world is always changing, and people are no exception. Now, compared with the past, knowledge, experience, and ability will be significantly different. College students should compare their own advantages in vertical comparisons so that they can be fully utilized to stimulate their potential. Seeing your own growth and progress will make college students optimistic about their future.
Third, pay more attention to the positive upward events around.
Under the critical period of the formation of world outlook, outlook on life and values, unselected information input will have a negative impact on the formation of various concepts. Today, when the Internet is very popular, the speed and breadth of the network is amazing, because the freedom of network communication is much higher than other media. Therefore, the content on the Internet is quite complicated, and there is many negative news about current affairs and society. The negative impact of these negative information on the audience’s psychology is very huge. The college student group is an important subject in the composition of netizens, and the impact is obvious. Therefore, as college students, we should pay attention to avoid paying too much attention to negative news and information, pay more attention to positive events around ourselves, cultivate positive views on society, form an optimistic attitude towards things, and accumulate positive psychological capital.
Fourth, use effective methods to avoid the impact of negative events.
Negative events are always not in the daily life of college students. Impact of events on college students can be avoided or reduced through effective ways. The main methods are as follows: First, divert attention, when encountering negative events and causing negative emotions, stop pessimistic explanations in time, and turn your attention to other external things to get rid of negative emotions as soon as possible. Second, it is a debate with one’s own irrational beliefs. Distracting attention is a good emotional “first aid” method, but the basic method is to debate with your own unreasonable ideas so that you can change your thinking. Get used to giving up unreasonable beliefs and building new optimistic beliefs.
Fifth, establish good interpersonal relationships.
The state of self-enclosure is not conducive to the interpersonal relationship of college students and is not conducive to their future development in society. Good interpersonal relationships enable college students to gain an effective social support system. An effective social support system enables college students to gain active support from teachers, relatives, and classmates when they are in a difficult or frustrating environment, thereby enhancing the strength and confidence to overcome difficulties and setbacks; and when college students are in good times In the middle, an effective social support system can bring happiness and enrichment to college students, and thus improve their psychological quality. Therefore, good interpersonal relationships can make college students more open-minded, cheerful and optimistic.
(4) Be brave enough to get out of adversity and enhance their own resilience
In an individual’s life, it is impossible for everything to be smooth sailing, and there will always be various difficulties and obstacles. Whether it comes from the outside world or from its own, it is inevitable. Whenever difficulties and obstacles cannot be overcome, people will have unpleasant emotions and even a sense of unbearable. This is adversity. Adversity is inevitable. There is a saying that “In life, there are often countless external attacks, but how these blows will affect you, and the final decision is in your own hands.”
Ways for college students to enhance their own resilience are:
First, establish good interpersonal relationships.
It is important to have a good relationship with close family members, friends or others. As mentioned above, establishing a good interpersonal relationship is conducive to improving the optimism of college students. Similarly, good interpersonal relationships are also conducive to enhancing the resilience of college students. Accepting the help and support of those who care about themselves and can listen carefully to their own voice can enhance the resilience of college students. Social support and help from active citizen groups, interest organizations, or other types of groups can help college students regain hope in times of adversity. It is also beneficial to extend the help of the helper’s own resilience when others need it, so that the helper can accumulate more adversity.
Second, avoid seeing the crisis as an insurmountable problem.
In a person’s life, the crisis is inevitable. Although we can’t change the facts of high-intensity events, we can change the way we explain and respond to these events: when we encounter difficult problems or other difficult situations, think about the problem from another angle. Or trying to actively investigate the future will make us feel better, will improve our resilience in difficult situations; record some of the solutions we have noticed in our daily life, which solves our difficulties. The situation will be very helpful.
Third, accepting change is part of life.
Under adverse conditions, certain targets may no longer be achievable. At this time, accepting an unfavorable situation that cannot be changed allows us to focus on what we can change – the goal. Instead of focusing on impossible tasks, ask yourself: “Can you guide me in the direction I want, and what can I do now?” Develop some realistic goals, even if it seems to be just a small achievement.
Fourth, establish a reasonable problem-solving model.
When encountering problems, first, we must take responsibility for solving problems and problems, take decisive action, deal with the unfavorable situations you encounter as much as possible, instead of completely avoiding problems and pressures, or waiting for them. They hurried to leave; secondly, in difficult situations, give yourself time to think carefully about the current situation and how to solve the current problems, and be fully prepared for the next attempt; finally, even if you encounter obstacles adhere to. When you have decided on your own solution, you must take action, and you must act on your obstacles, so that you can expect the results you expect.

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Appendix A
Letter of Request
September 5, 2019

Zhang Lefang
Director
Student Affair Office

Dear Director:

A blessed day!

I am presently enrolled in dissertation writing for my Doctor of Philosophy in Educational Management at De La Salle University – Dasmariñas. My research is entitled, Relationship of Psychological Capital and Employability in Liaocheng University in Shandong Province.

Psychological capital and employability are all necessary chips for college students to better adapt to society in the future. How to strengthen the relationship between the two, so as to better strengthen the ability of college students to adapt to society, deserves attention. This paper provides a reference for the theoretical study of the correlation between college students’ psychological capital and employability.

This study provides a new perspective for the study of college students’ employability, enriches the research theory of college students’ employability to a certain extent, and promotes the development of relevant research.

I hope that this will merit your approval. Thank you.

Respectfully yours,

Li Ran
Researcher

Noted:
PAULITO V. HILARIO,Ph.D, RGC
Adviser

Appendix B
Questionnaire for Respondents

Part 1: Zhang Kuo’s Positive Psychological Capital Questionnaire for College Students (PPQ)

Dear classmates:
Hello! This is a questionnaire for scientific research. Please fill in according to your real situation. The investigation is unregistered. We will provide strict confidentiality for your answer. Please feel free to reply, thank you for your cooperation!

Part 1 Personal Background Information
School Gender Level
Age Nationality Major
Whether only child or not From city or county Grade ranking

1-Totally Incompatible
2-Incompatible
3-Not a bit inconsistent
4-Unclear
5-a little consistent
6-Consistent
7-Completely consistent

Part 2 Positive Psychological Capital Questionnaire
Number Item Conformity
1 2 3 4 5 6 7
1 Many people appreciate my talents
2 I don’t like to be angry.
3 My opinions and abilities are more than ordinary people.
4 When I encounter setbacks, I can recover quickly.
5 I have confidence in my ability
6 I am very unhappy about the unpleasant life.
7 I always do a great job.
8 A bad experience will make me depressed for a long time.
9 In the face of difficulties, I will calmly seek solutions.
10 I feel that I am very tired.
11 I am willing to take on difficult and challenging work.
12 When it doesn’t go well, I am easily dejected.
13 In times of adversity, I will actively try different strategies.
14 When the pressure is high, I will not eat well, sleep well.
15 I actively study and work to achieve my dreams.
16 When the situation is uncertain, I always expect good results
17 I am working hard to achieve my goals
18 I always see the good side of things.
19 I am confident in pursuing my goals.
20 I think that the good people in the society still account for the vast majority.
21 I have a certain plan for my own study and life.
22 Most of the time, I am full of enthusiasm
23 I know exactly what kind of life I want
24 I feel that life is good
25 I don’t know what my life goals are.
26 I feel that the future is full of hope.

Part 2: Lv Zhaohua’s Self-Evaluation Questionnaire for College Students’ Employability

Part 1 Personal Background Information
School Gender Level
Age Nationality Major
Whether only child or not From city or county Employment status
1-Totally Incompatible
2-A bit Incompatible
3-Unclear
4-Consistent
5-Completely consistent
Part 2 Self-Evaluation Questionnaire for College Students’ Employability
Number Item Conformity
1 2 3 4 5
1 I always have good communication with people around me.
2 I have strong teamwork skills and can work effectively with the team.
3 I can effectively apply knowledge, skills and experience to practice.
4 I always have a hard time arranging my time reasonably.
5 I always feel good about myself.
6 At each stage I have different goals and requirements for myself.
7 I can always learn the new knowledge that I have encounter very quickly.
8 I can always do most of the things by myself.
9 I often have a hard time adapting to a new environment.
10 I always logically and clearly analyze the problems I have encountered.
11 I can always turn my ideas into reality.
12 I have confidence in my future.
13 I always do things passively.
14 I always work hard for my goals.
15 I can always do a good job with everyone.
16 I can understand myself objectively and comprehensively and can make an appropriate evaluation.
17 I am not sensitive to new information.
18 I never give in easily when I encounter difficulties and setbacks.
19 I always like to try different ways to solve the problem.
20 In order to achieve my goals, I can always work tirelessly.
21 I can always cope with emergencies.
22 I can always show myself to others just right.
23 I am always responsible for things within my responsibilities.
24 I can always make full use of the resources I have when solving problems.
25 I can always finish quickly and well for the tasks I receive.
26 I can always turn my ideas into reality.
27 In order to achieve my goals, I can always work tirelessly.
28 I always like to try different ways to solve the problem.
29 No matter what happens, I am very resistant.
30 I can understand Baiji objectively and comprehensively and can make the right thing.
31 I am not sensitive to new information.
I never give in easily when I encounter difficulties and setbacks.
32 In any case, I can always take into account the feelings of others.
33 I always have my own opinions and opinions about the things around me.
34 I always have a detailed plan before the action.

Appendix C
Focus Group Discussion Topic Guide

What are your difficult experiences in life?
What are the things you do in coping with difficult experiences?
What are your experiences in working with other people?
What are the things you do when experience difficulty in your relationships with people you work with?
Which behavioral performance do you think best reflects the level of psychological capital/ employability?
What experience do you think can improve psychological capital/ employability most?

Appendix D
Psychological capital development program

Rationale: At present, the problem of college students’ employment has aroused widespread concern in society, and improving employability is an important way to achieve full employment of graduates. However, many studies have shown that the current lack of employability of many students is reflected in the defects of factors such as psychology, personality and attitude. Based on positive psychology, improving the employability of college students from the perspective of psychological capital development will be a new perspective and a new approach. Psychological capital is a kind of positive psychological state that individuals show in the process of growth and development. It is a psychological resource to promote personal growth and performance improvement.
Objectives: This psychological capital promotion program is proposed to improve the college students’ psychological capital and quality and to improve their competitiveness. Psychological capital mainly includes four dimensions: self-confidence or self-efficacy, hope, optimism and resilience. It is related to the cultivation of talents in colleges and universities and the improvement of college students’ employability. Therefore, how to tap the psychological potential of college students and improve their psychological capital is the key to effectively improve the employability of college students.

Objective Proposed activities Resources needed Success Indicator Timeline
Improve
Students’
Self-efficacy Not Only Child Students Assertive Training
 Role-playing
Make students have a positive or successful experience by playing a role in some specific situations.
 Set an example of outstanding students
Students overcome their self-doubt by learning how a more confident person behaves in a specific situation.
 Looking for power
Read biographies
 Know themselves correctly
Study longitudinal comparison, focusing on your own progress rather than the gap with others  Appropriate script and location
 A reasonable merit-based mechanism
 Biographical list
 Teachers or counselors with a background in psychology  Dare to express negative emotions
 Accept and actively deal with personal limitations
 Dare to express yourself
 More positive behaviors Students begin in the first semester and end in the second semester

Students
From
Rural Practical ability training
 Join a social practice community
 Participate in volunteer activities, enrich experience and knowledge
 Actively looking for internship units, in advance to obtain work experience  A variety of communities and activities
 The university connects with various voluntary service agencies
 Thorough student service, provide support for students’ internship  Dare to accept challenges
 Independence enhancement
 Good at summing up experience
 Take initiative to solve difficulties Students begin in the first semester and end in the second semester
Interpersonal communication training
 Learning communication etiquette
Eye contact, clothes for different occasions, voice tone, posture, etc.
 Listening skills
Listen patiently and respond appropriately
 Learn to put yourself in others’ shoes
 Expression of rejection
Good relationships are not about compromise. Reasonable rejection is an important boundary between people. Boundaries are a prerequisite for maintaining relationships.  A systematic curriculum in interpersonal skills  Interpersonal relationship scale scores
 Feel relaxed in a relationship
 Ability to trust others
 Low anxiety level
 High self-confidence A semester of training is recommended for each school year
Sophomores Self-awareness cultivation
 Correct self-cognitive
Comprehensive and correct self- cognitive. What I think I am, what others think I am, what I want to be, what others expect of me. The integration of the four “I”.
 Evaluate yourself objectively
Correct self-acceptance, positive self-experience, effective self–control.
 Actively improve yourself
Face up to and embrace the past ;expect yourself to succeed and do your best.
 Focus on personal growth
Learn self-reflection and self-monitoring.  A systematic curriculum in self-awareness cultivation
 Teachers or counselors with a background in psychology  Self-consciousness scale
 A positive, self-affirming individual
 An independent individual
 An individual in tune with the outside The whole school year (the second year in university)
Emotion management
 Theory of ABC
 Be aware of your emotions
Discover the truth about the mood and analyze the reasons for the bad mood.
 Recognition of other people’s emotions
This ability to sense other people’s emotions is called empathy, the ability to put yourself in someone else’s shoes and consider for them.
 Express emotions appropriately
Replace criticism with objective expression.
 Relieve emotions in appropriate ways
Running, music, distraction, etc.  Elective course of emotion management
 A variety of community activities to distract attention
 Wellness center  Self-Rating Anxiety Scale (SAS)
 Self-rating depression scale (SDS)
 Sense of fullness
 Openness of mind
 Willingness to communicate
 Sense of fullness
 The degree and frequency of emotional ups and down One semester

Improve
Students’
Resilience Students of Liberal Arts Management by Objective
 Set goals. What do I want
 Break down the targets. What am I going to do
 Make a plan and when will it be implemented
 Carry out the plan, how to do things
 Review and summarize, what to do in the next stage  Based on the objective understanding of self and environment
 The guidance of a teacher or tutor
 Help from friends (interpersonal support)  Achieve the goal
 Personal development or progress Students begin in the first semester and end in the second semester
Setback Education
 Set an example of outstanding students
Students overcome their self-doubt by learning how a more confident person behaves in a specific situation.
 Looking for power
Read biographies
 Discover your own strengths
 Practice more. Experience more setbacks
 Forgive yourself and release emotions
 Learn to communicate and express  Lectures
 Wellness center
 Community activities
 Biographical list
 Tolerant education environment  Resilience Scale for Chinese Adolescent (RSCA)
 Face up to difficulties
 Independence enhancement
 Sustained effort Irregular
Improve
Students’
Optimism Attribution training
 Strengthening correct
When an individual makes a correct attribution, reinforce it and stabilize it.
 Observational learning
Through the example of the attribution style demonstration, the individual learns the correct attribution style.
 Group development method
Take a small group as a unit, we discuss the subjective and objective factors that cause success or failure, as well as the stable and unstable factors, and finally determine the real reasons.  Guidance and organization of teachers or mentors
 Psychological courses
 Wellness center  Firm goal and sustained effort
 High level of confidence
 The score on the optimism-pessimism scale One semester
Improve
Students’
Hope Career Planning
 Career orientation
This requires the help of some professional scales to analyze their own personality and tendency, and at the same time to make an objective analysis of the current employment environment.
 Core competence assessment
The competency evaluation is carried out through the “professional core competence evaluation” to support the established professional goals and set up a direction and standard for competence improvement.
 Analyze the resources you have or can deploy
The resources include not only money, but also social connections.
 Keep going
Constantly changing goals means no goals, and no success.  Professional scales
 The guidance of a teacher or tutor
 Workshop  A firm goal
 Found a job successfully The third school year (Because there are no professional courses in the first two years of university study)
Time Management Training
 Collection
Make a list of all the things need to be done.
 Arrangement
Distinguish and sort out the things that need to be done according to whether they can be implemented.
 Organization
Learn to prioritize work. Next action list, waiting list and future / day list.
 Review
Review and check all items and update
 Action
Choose the items on the list to act on according to the amount of time, energy and importance.  The guidance of a teacher or tutor
 Workshop
 A systematic curriculum in time management  Efficient
 Think life is controllable
 Not afraid of the unknown
 Full of expectation Students begin in the first semester and end in the second semester

Appendix E
Focus group discussion information confidentiality agreement

 Party A: (Interview organizer)

 Party B: (invited to be interviewed)

Article 1:
Party B voluntarily accepts Party A’s arrangement of interview activities, and provides or obtains various types of information during activities such as interviews, attending meetings, listening to and reading documents;

Article 2:
With the consent of Party B, Party A may use the content mentioned in the interview, but does not include real personal information such as name;

Article 3:
Party A undertakes not to use the contents of this interview outside of this research activity;

Party A
Signature:
Date:

Party B
Signature:
Date:

Appendix F
Focus Group Discussion Record Form

Focus Group Discussion Record Form
Host Time Location
Group The higher psychological capital group Recorder
Main Content Difficulties in life and how to deal with it:
The higher psychological capital groups often ask more ambitious questions, such as family difficulties (2 students), career planning (3 students), overseas study planning (2 students), and future career planning (4 students).
The methods:
Ask for help (7 students); Communicate with the teachers or friends (5 students); Make a plan (2 students); Change yourself (3 students), etc.
Difficulties encountered in working with people and how to deal with them:
The proportion of students who have problems in “communication” in the higher group of psychological capital is 83.3%, and its keywords are:
lack of understanding, unbalanced division of labor, knowledge gap too large, etc.
And the methods to deal with these problems include more communication, improved attitude, reading books, more interaction after work, etc.

For the behavioral issues that best represent mental capital and employability, the answers are as follows:

The higher psychological capital group (12 students) answered that they had confidence in themselves in the face of difficulties (66.6%), courage to face difficulties (66.6%), and good and smooth students (75%)

Focus Group Discussion Record Form
Host Time Location
Group The lower psychological capital group Recorder
Main Content Difficulties in life and how to deal with it:
The lower group of psychological capital often asks slightly more detailed questions, such as the final exam (3 students), not driving (1 person), learning foreign language difficulties (4 students)
The methods:
Wait and maybe there is a change (3 students); ask for help (4 students), change the mind (1 student), etc.

Difficulties encountered in working with people and how to deal with them:

The proportion of students who have problems in “communication” in the lower group of psychological capital is 70%, and its keywords are:
lack of understanding with team member, unbalanced division of labor, knowledge gap too large, not so confident, lack of communication skills, etc.
And the methods to deal with these problems include more communication, improved attitude, etc.

For the behavioral issues that best represent mental capital and employability, the answers are as follows:

The lower group of psychological capital (10 students) responded with the courage to face difficulties (70%) and the ability to cooperate smoothly with students (60%)

Focus Group Discussion Record Form
Host Time Location
Group The higher employability group Recorder
Main Content Difficulties in life and how to deal with it:
The higher employability groups mentioned:
academic-related problems (5 students); lack of friends (4 students, because friends are so important); not enough money (3 students); etc.
The methods:
Communicate with teachers or friends (6 students); Ask for help (5 students); Make a plan (2 students); Pay more get more (much more efforts, 3 students); Believe in yourself and there will be a way (2 students), etc.

Difficulties encountered in working with people and how to deal with them:

Students with higher employability tend to find reasons for themselves. For example, when they think that many students cooperate, they are “not good enough” and “I have a short coming of knowledge, “I can’t fully understand the meaning of others”, etc.
They tend to get used to finding reasons for themselves and better let others understand themselves.

For the behavioral issues that best represent mental capital and employability, the answers are as follows:

The higher-employment group (7 students) responded with the courage to face difficulties (71.4%), able to work smoothly with students (42.8%) and identify their career plans (42.8%);

Focus Group Discussion Record Form
Host Time Location
Group The lower employability group Recorder
Main Content Difficulties in life and how to deal with it:
The lower employability group mentioned
Academic-related problems (7 students); Can’t find a goal (4 students); lack of expertise (4 students); emotion problems (3 students); communication problems (5 students); lack of friends (4 students, they don’t know how to make friends); etc.
The methods:
Ask for help (4 students), change a goal (3 students. The reason why someone meets difficulties is mainly because he does something wrong); etc.

Difficulties encountered in working with students and how to deal with them:

The answer to the lower employment ability group is often used to find the reason in the other party, and more is that “the other party has no tacit understanding with himself” (3 students); If you don’t understand your own words, “cooperation itself is very difficult” (4 students).
They can’t find reasons for themselves and others can’t understand them well. They always tend to be negative in understanding others’ behavior and worried about being laughed at (5 students).

For the behavioral issues that best represent mental capital and employability, the answers are as follows:

The lower employment ability group (8 students) responded that the situation was not tight (62.5%) and the students were smooth (50%)

Appendix G
About the Author

Li Ran is a student of Doctor of Philosophy in Educational Management from De La Salle University Dasmariñas in January 2018. She completed her Master of Education in Mental Health Education of College Students at Beihang University in 2009.
She has been engaged in Student Service Office in Liaocheng University since 2009, and her work experience has been more than 10 years. The main content of her work is the psychological counseling service of the students (reservation, consultation room management, management of counselors, training of psychological committee members, selection of student cadres, education management of ordinary students). She gets the second-level certificate of the National Psychological Counselor.
In 2018, she was awarded the honorary title of “National College Student Mental Health Education Excellent Young Worker” by the Chinese University Student Psychological Counseling Committee of the Ministry of Education.
In her education work, the timeliness and pertinence of the second classroom are continuously improved, and the role of educating people in the ideological and political education of college students is fully exerted. In addition to the students’ ideological and political education, at the same time, she also shares the training experience with the latest technology and the college counselors, provide them with supervision and training, and promote the joint improvement of the mental health education work team in our school.
In her research career, she published a total of one academic monograph, one co-author, one draft, and one core journal article of Peking University. Received the second prize of the Outstanding Papers of the 2013 Annual Meeting of the College Students’ Mental Health Education Committee, the Second Prize of the Excellent Papers of the 2015 Annual Meeting, the Second Prize of the Excellent Papers of the 2016 Annual Meeting, and the First Prize of the Excellent Papers of the 2017 Annual Meeting.

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