Application and Related Research on the Psychological Capital Theory in Higher Education Research
Bibliographic record
Abstract
Psychological capital refers to a state of positive energy displayed in the heart of an individual in the process of self-growth and comprehensive and healthy development. Many scholars at home and abroad have found through research that psychological capital, as a positive psychological state, plays a significant positive role in evaluating and regulating college students in many aspects, such as academic performance, interpersonal relationships, stress relief, mental health, etc. Based on this, the article aims to draw on the current relatively mature research results of psychological capital theory, and deeply and systematically analyzes and discusses these research results, so as to provide valuable conclusions for the in-depth study of psychological capital theory in the field of college education. To meet that aim, a range of general methods including, descriptive, observational , literature review analysis are utilized. Given the results, in higher education, the application of psychological capital theory is still in the initial exploration period, and it needs to be explored comprehensively and deeply to make it continuously perfect.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.009 | 0.021 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.007 | 0.012 |
| Science and technology studies | 0.002 | 0.005 |
| Scholarly communication | 0.006 | 0.006 |
| Open science | 0.001 | 0.002 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.008 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".