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An, Y. Y., Wu, X. C., Liu, C. H., & Lin, C. D. (2013). Influence of Emotional Personality on Post-Traumatic Growth of Middle School Students: Mediating Role of Coping Style and Regulating Role of Social Support. Psychological Development and Education, 29, 657-663.

has been cited by the following article:

• TITLE: The Relationship between Perceived Social Support and Junior High School Students’ Post-Stress Growth: The Mediating Effect of Psychological Capital

  AUTHORS: Yan Li, Suqiong Qin

  KEYWORDS: Junior High School Students, Perceived Social Support, Psychological Capital, Post-Stress Growth, Mediating Effect

  JOURNAL NAME: Creative Education, Vol.11 No.7, July 20, 2020

  ABSTRACT: Purpose: To explore the mediating effect of psychological capital on the relationship between the perceived social support and junior high school students’ post-stress growth. Method: Measured a total of 474 junior high school students with the Perceived Social Support Questionnaire, Positive Psychological Capital Questionnaire and Children’s Post-Stress Growth Scale. Results: 1) There is a significant positive correlation between perceived social support, psychological capital and junior high school students’ post-stress growth; 2) Psychological capital has a mediating effect on the relationship between perceived social support and junior high school students’ post-stress growth. Conclusion: Cultivating junior high school students’ ability of perceived social support, developing and enhancing their level of psychological capital can promote their post-stress growth.