The Relationship Between Psychological Capital and Subjective Academic Achievement Among Middle School Students: The Chain Mediating Role of Adolescent Internalization and Life Attitude

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It further explores the chain mediating role of adolescent internalizing problems and life attitudes in this relationship. Methods A cross-sectional survey, conducted in 2023, examined the relationships among psychological capital, adolescent internalization, life attitude, and subjective academic achievement in a convenience sample of 1,027 middle school students from Chengdu, China. Data were analyzed using descriptive statistics, correlation analyses, and a chain mediation model. Results Psychological capital significantly predicted subjective academic achievement, in which internalizing problems and life attitude served as mediators. Specifically, higher psychological capital was associated with fewer internalizing problems, more positive life attitudes, and, ultimately, improved subjective academic achievement. Conclusion These findings offer novel theoretical insights, emphasizing the pivotal role of psychological capital and positive life attitudes in educational interventions aimed at fostering student academic achievement. Psychological Capital Subjective Academic Achievement Middle School Students Adolescent Internalization Life Attitude Figures Figure 1 Figure 2 Introduction In recent years, the rise of positive psychology has brought increased research attention to psychological capital (PsyCap) as a core construct for understanding individual development and well-being. PsyCap is defined as a positive psychological state of development characterized by four components: self-efficacy, optimism, hope, and resilience [ 1 ]. As an emerging psychological resource, PsyCap has demonstrated significant associations with mental health, learning motivation, and personal achievement across various educational settings [ 2 , 3 ]. Prior research has also shown that psychological capital can buffer the effects of academic stress in adolescents and promote positive academic outcomes through enhanced self-efficacy and resilience [ 4 ]. Furthermore, studies have shown that a supportive school climate can enhance students' psychological resources and academic outcomes, as evidenced in both Western and non-Western contexts [ 5 ]. Middle school adolescence constitutes a pivotal developmental juncture marked by accelerated emotional, cognitive, and social transformations. This period renders students particularly vulnerable to academic stressors while concurrently fostering the dynamic formation of their academic self-concepts. Subjective academic achievement, referring to students' self-evaluations of their learning abilities and performance, plays a pivotal role in shaping motivation, well-being, and long-term academic trajectories. In the Chinese educational context, where students face high levels of academic pressure and competitive tracking, understanding the psychological mechanisms that influence subjective academic achievement is of paramount and immediate importance. This study seeks to examine the relationship between psychological capital and subjective academic achievement in middle school students in China, specifically exploring the mediating roles of adolescent internalizing problems (anxiety and depression) and life attitudes. Drawing upon Fredrickson’s broaden-and-build theory, self-determination theory, and Bandura’s social learning theory, we propose a chain mediation model to investigate the psychological pathways through which psychological capital may enhance students’ perceptions of academic success [ 6 ]. This study addresses a research gap in the literature by focusing on the interplay of these variables in a Chinese adolescent population, offering novel insights into educational and mental health interventions. Literature Review The Relationship Between Psychological Capital and Subjective Academic Achievement Subjective academic achievement refers to students' self-assessment and subjective perceptions of their academic performance. Unlike objective academic achievement, subjective academic achievement emphasizes students' subjective cognition and emotional responses to their learning abilities and academic outcomes. This self-assessment includes not only academic success or failure but also encompasses students' overall perception and satisfaction with their academic abilities [ 7 ]. The various dimensions of psychological capital significantly enhance subjective academic achievement by fostering students' academic self-confidence and motivation [ 8 ]. For example, high self-efficacy strengthens students' belief in their ability to complete academic tasks, thereby enhancing their academic performance. Resilience enables students to maintain a positive coping attitude when encountering academic challenges [ 9 , 10 ]. Hope and optimism instill motivation and confidence in students, empowering them to achieve their academic goals [ 1 ]. Furthermore, psychological capital acts as a mediator between positive emotions and academic performance, facilitating the translation of positive emotional states into improved academic outcomes [ 11 ]. Additionally, psychological capital plays a pivotal role for students with learning disabilities by enhancing their subjective well-being and facilitating academic adjustment, thereby helping them overcome unique challenges in their learning environments [ 12 ]. In summary, students with higher psychological capital are more likely to employ positive coping strategies when encountering academic challenges, thereby achieving better academic outcomes. The overarching role of psychological capital in facilitating academic adjustment among university students underscores its importance as a critical resource for enhancing their success and adaptability in academic settings [ 13 ]. The Role of Adolescent Internalization Previous studies have demonstrated a positive correlation between elevated psychological capital and academic achievement [ 11 , 14 ]. Additionally, psychological capital is inversely correlated with behavioral problems, including internalizing issues [ 15 ]. Internalizing problems are emotional and affective disturbances that can manifest as anxiety, depression, and withdrawal [ 16 ]. Adolescents struggling to cope with academic, interpersonal, and family challenges are more likely to develop internalizing problems [ 17 ], with those possessing lower psychological capital being particularly vulnerable. Moreover, psychological capital plays a pivotal role in enhancing mental health by buffering against emotional distress through mechanisms like enhanced social support and subjective well-being [ 18 , 19 ]. For instance, adolescents with elevated psychological capital derive stronger online social support and an enhanced sense of belonging, collectively mitigating internalizing issues[ 18 , 19 ]. Furthermore, studies indicate that elevated psychological capital can mitigate fear [ 20 ]. Psychological distress and depressive symptoms during adolescence exert a significant influence on educational achievement [ 21 , 22 ]. Specifically, separation anxiety in childhood can have a sustained negative impact on academic outcomes, manifesting in internalizing behaviors, reduced academic achievement, and adverse physical health effects [ 23 ]. Additionally, internalizing and externalizing mental health issues among adolescents significantly influence educational outcomes for both boys and girls, with mental health problems strongly associated with levels of educational attainment [ 24 ]. The effect of stress on psychological capital is particularly significant, as chronic stress undermines mental health and depletes psychological resources, thereby impairing academic performance [ 25 , 26 ]. However, it is also important to note that moderate levels of stress, when perceived as challenge stressors, may serve as motivational forces that encourage students to engage in goal-directed efforts. Recent research has shown that short-term stress, under specific conditions, can enhance academic persistence and focus [ 25 ]. Finally, depression significantly predicts lower academic achievement among rural children [ 27 ]. As a form of internalizing problem in adolescents, depression may also diminish subjective academic achievement by undermining psychological capital. The role of social support is crucial, as it moderates the relationship between psychological capital and academic success by enhancing academic adjustment and promoting emotional stability [ 28 ]. The Role of Life Attitude According to Yuan et al. life attitude refers to an individual's overall perspective on life's meaning, goals, and values, along with the psychological and emotional responses exhibited while pursuing these goals [ 29 ]. It reflects how individuals perceive and manage their life experiences and directly influences their life satisfaction and well-being [ 30 ]. Research indicates that the positive traits within psychological capital, such as hope and optimism, encourage individuals to confront life challenges with a positive mindset and believe in their ability to achieve life goals [ 1 ]. Similarly, studies suggest that applying psychological capital across diverse environments helps individuals adapt and thrive, reinforcing its critical role in shaping life attitudes [ 31 ]. Resilience enables individuals to sustain positive emotional responses during adversity, thereby cultivating a more optimistic life attitude [ 32 ]. Therefore, psychological capital directly enhances psychological adaptability and indirectly improves quality of life and subjective well-being by cultivating a positive life attitude. Furthermore, recent research suggests that a positive life attitude, characterized by a strong sense of meaning in life and psychological resilience, plays a crucial role in buffering the effects of academic stress and school burnout among adolescents, ultimately contributing to their academic adaptation and success [ 33 ]. Self-determination theory emphasizes the importance of autonomy and fulfilling autonomous needs, proposing that individuals integrate various aspects of the self to form a coherent whole within society [ 34 ]. This theory posits that students shape their life attitudes through participation in decision-making, goal setting, and self-directed learning. Positive psychological capital shapes subjective academic achievement by cultivating a positive mindset. According to triadic reciprocal determinism within social learning theory, behavior, cognition, and environment are interdependent and mutually influential. Environmental factors supply positive psychological resources that shape students' cognitive processes, thereby affecting their assessment of subjective academic achievement [ 35 ]. The Role of Life Attitude and Adolescent Internalization Lower psychological capital, by influencing adolescents' internalizing problems, can increase their susceptibility to internal emotional issues such as anxiety and depression when encountering stress and challenges [ 36 ]. These internalizing problems may trigger negative emotional responses in academics, family, and interpersonal relationships, thereby diminishing students' ability to cope with challenges [ 22 ]. Additionally, stress and interpersonal conflicts exacerbate these negative emotional states, further amplifying their impact on psychological health and academic outcomes [ 26 ]. These emotional responses directly affect students' mental health and profoundly influence their life attitudes, often causing feelings of helplessness and defeat when encountering life's difficulties [ 27 ]. This negative emotional state and attitude further shape students' perceptions of life goals and meaning, resulting in diminished motivation to set and achieve academic goals, which ultimately affects their subjective academic achievement. Based on existing research, the effect of psychological capital on subjective academic achievement may be indirect, primarily mediated by internalizing problems and life attitude. Specifically, higher levels of psychological capital—which encompasses self-efficacy, resilience, hope, and optimism—enhance adolescents’ emotional regulation and perceived social support, thereby reducing internalizing symptoms such as anxiety, depression, and withdrawal [ 18 , 19 ]. This reduction in internalizing problems facilitates the development of a more positive life attitude, characterized by optimism, self-worth, and a sense of purpose, which in turn contributes to greater subjective academic achievement by reinforcing students’ confidence and motivation toward academic goals [ 37 , 38 ]. Furthermore, human, social, and psychological capital collectively promote academic success by enhancing students’ capacity to cope with challenges and mobilize supportive resources [ 39 ]. This mechanism is consistent with the triadic reciprocal model of social learning theory, which posits that behavior, cognition, and environment interact dynamically to shape adolescents’ academic and emotional development [ 36 , 40 ]. Within this theoretical framework, psychological capital functions as a core cognitive resource, facilitating adaptive cognitive appraisals and mitigating the effects of academic stress and peer pressure through future-oriented thinking and resilience. The hypothesized model of this study is presented in Fig. 1 . Theoretical Framework Given the cross-sectional design of this study, the proposed mediation model is exploratory and based on theoretical assumptions rather than causal inference. First, grounded in Fredrickson’s broaden-and-build theory of positive emotions, psychological capital—encompassing hope, optimism, and resilience—is conceptualized as a vital resource that broadens students’ thought–action repertoires and cultivates enduring emotional and cognitive capacities to support academic success. Furthermore, Self-Determination Theory [ 34 ] explains how psychological capital facilitates the fulfillment of basic psychological needs—autonomy, competence, and relatedness—thereby enhancing internal motivation. Hence, students with higher levels of hope and self-efficacy are more likely to engage in goal setting and self-regulated learning, which contribute to a positive life attitude and academic engagement. In addition, Bandura’s Social Learning Theory, particularly the triadic reciprocal determinism model, highlights the interplay between personal factors (e.g., psychological capital), behaviors (e.g., academic efforts), and environmental conditions (e.g., teacher support, school climate), in which psychological capital not only shapes students’ responses to environmental stressors but is also shaped by contextual feedback, acting as a mediating mechanism that links emotional and cognitive processes to subjective academic achievement. Together, the above theoretical perspectives provide an integrated framework, suggesting that psychological capital contributes to academic success by reducing internalizing problems and fostering a positive life attitude through motivational, cognitive, and environmental pathways. Hypotheses of the Study Based on the research gap, this study aims to investigate the impact of psychological capital on subjective academic achievement, as well as the mediating roles of adolescent internalization and life attitude. Our study seeks to address the following four hypotheses: Hypothesis 1 Psychological capital positively predicts subjective academic achievement among middle school students. Hypothesis 2 Adolescent internalization acts as a mediator between psychological capital and subjective academic achievement. Hypothesis 3 Life attitude mediates the relationship between psychological capital and subjective academic achievement. Hypothesis 4 Psychological capital can influence subjective academic achievement through a chain mediation effect involving adolescent internalization and life attitude. Method Participants A convenience sample of 1,027 students (Grades 7–9) was recruited from three public schools in Chengdu, China, a metropolitan city with a population exceeding 21 million. These schools, with approximate enrollments of 2,000, 1,200, and 3,000 students respectively,were selected through pre-existing academic partnerships with local education authorities. Of five schools invited via official correspondence facilitated by the municipal education bureau, three consented to participate, while two declined due to scheduling constraints. Data collection took place over two weeks in May 2023 during the regular school term to minimize disruption and reflect typical academic conditions. Participants were selected based on availability and willingness, with assistance from school administrators who identified intact classes from each grade level for group-based testing during self-study periods. Standardized instructions were provided, and each class served as a testing unit. After excluding responses with over 10% missing data or patterned answers indicating inattentiveness, 1,019 valid questionnaires were retained (response rate = 97.6%). The final sample consisted of 52.6% male and 47.4% female students, with a mean age of 14.40 years (SD = 1.02; age range: 13–16). The grade distribution was as follows: Grade 7(22.4%), Grade 8( 44.0%), and Grade 9 (33.6%). Participation was voluntary, anonymous, and conducted in compliance with institutional ethical guidelines for research involving minors. Measures Positive Psycap Questionnaire The Positive Psycap Questionnaire (PPQ) is an instrument utilized to assess psychological capital among Chinese adolescents [ 41 ]. Participants rate items on a 7-point Likert scale, where higher scores reflected greater positive psychological capacities. In this study, the Cronbach's α coefficients for the four subscales—self-efficacy, resilience, hope, and optimism—were 0.84, 0.63, 0.80, and 0.82, respectively, revealing varying levels of reliability. The overall Cronbach's α for the entire questionnaire was 0.91, reflecting high internal consistency. Although the Cronbach’s α coefficient for the resilience subscale ( α = 0.63) was slightly below the conventional threshold, item-total correlation analysis indicated that removing any individual item would not substantially improve the overall reliability. Therefore, the original structure of the subscale was retained in alignment with the validated version of the questionnaire used in prior studies. Life Attitude Questionnaire for Middle School Students The Life Attitude Questionnaire for Chinese College Students, originally developed by Yuan et al. [ 29 ], was adapted for use with adolescents in this study. To ensure age-appropriateness and content clarity, several items were revised in wording and contextual examples to better reflect the cognitive, emotional, and developmental characteristics of adolescents. These revisions were made based on expert consensus from three specialists in developmental and educational psychology. A pilot test involving 98 middle school students was conducted to evaluate the clarity, readability, and relevance of the adapted items. The final version of the revised Life Attitude Scale consists of 17 items rated on a 6-point Likert scale (1 = "strongly disagree" to 6 = "strongly agree"), with higher scores indicating a more positive life attitude. The scale includes three subdimensions: life belief (Items A1–A6), life experience (A7–A12), and life will (A13–A17). Confirmatory factor analysis (CFA) using Mplus 8.0 supported the three-factor structure, showing acceptable fit: χ²(116) = 771.061, p < .001, RMSEA = 0.074 (90% CI [0.069, 0.079]), CFI = 0.918, TLI = 0.903, and SRMR = 0.050. Although the chi-square was significant, other indices indicated a good model fit. The scale also demonstrated strong internal consistency, with Cronbach’s α coefficients of 0.84 (life belief), 0.80 (life experience), 0.71 (life motivation), and 0.89 for the total scale, supporting its reliability and construct validity among middle school students. Adolescent Internalization Questionnaire This study employed the Chinese version of the Depression-Anxiety-Stress Scale (DASS) to measure internalizing problems in adolescents. The scale includes three sub-dimensions—stress, anxiety, and depression—and consists of 21 items. It has demonstrated robust psychometric properties in Chinese adolescent populations [ 16 ]. Participants rated their experiences over the past week on a 4-point Likert scale (0 = "never," 1 = "sometimes," 2 = "often," 3 = "always"). In this study, the Cronbach’s α coefficients for the stress, anxiety, and depression subscales were 0.84, 0.83, and 0.83, respectively, indicating high reliability. The overall Cronbach’s alpha for the scale was 0.94, reflecting excellent internal consistency. Subjective Academic Achievement Questionnaire In this study, subjective academic achievement was assessed through students’ self-evaluation of their performance in three core subjects: Chinese, Mathematics, and English. Participants rated statements such as “I believe my performance in Mathematics is good” on a 5-point Likert scale (1 = "very poor" to 5 = "very good"). The average of the three items was calculated, with higher scores indicating more positive self-perceived academic performance. The questionnaire was adapted from Sticca et al. [ 42 ], who found a robust correlations between self-reported and actual grades, supporting the validity of self-evaluations despite minor over-reporting. In the current study, the Cronbach’s α of the questionnaire was 0.67, indicating moderate internal consistency. Chinese, Mathematics, and English were selected due to their core status in the national curriculum and significant weighting in high-stakes assessments.. Other subjects were excluded to mitigate participant burden, representing a limitation noted for future research. Data Processing and Analysis Data were processed using SPSS 26.0 and the SPSS macro program PROCESS 3.4.1 developed by Hayes [ 43 ], and analyzed using SPSS 26.0. Descriptive statistics were first calculated. Harman's single-factor test was used to assess common method bias. The Process macro (Model 6) was subsequently used to examine the independent mediating effects of life attitude and adolescent internalization on the relationship between psychological capital and subjective academic achievement, as well as the chain mediation effect. Before model testing, all research variables were standardized. Results Common Method Bias Test Given all data in this study were self-reported, potential common method bias was assessed using Harman's single-factor test [ 44 ]. Results revealed 11 factors with eigenvalues greater than 1 under unrotated conditions, with the first factor accounting for 26.15% of the variance. This result falls below the 40% threshold, indicating that common method bias is not a significant concern in this study. In addition to the statistical test, procedural controls were implemented to reduce the potential for common method bias. All participants completed the questionnaires anonymously and were informed that there were no right or wrong answers. They were encouraged to respond honestly and independently. Furthermore, the order of items across different constructs was randomized to minimize response consistency bias. Descriptive Statistics and Correlation Analysis Table 1 Descriptive Statistics and Correlation Analysis M SD 1 2 3 4 5 6 1.age 14.4 1. 06 2.gender -0.04 3.Psycap 4. 25 0. 92 0.05 0.10 ** 4.LA 3. 84 0. 84 0.05 0.10 ** 0. 78 *** 5.AI 0. 71 0. 57 0.02 0.01 − 0. 41 *** − 0.40 *** 6.SAA 2. 69 0. 76 0.06 0.04 0. 40 *** 0.38 *** -0.12 *** Note : N = 1019 ; * p < 0. 05, * * p < 0. 01, * * * p < 0. 001 ; LA = Life Attitude, SAA = Subjective Academic Achievement, AI = Adolescent Internalization; Gender was coded as a dummy variable (0 = male, 1 = female) and included as a control variable in the regression analyses. Table 1 presents the correlation matrix for the main variables, including psychological capital, life attitude, adolescent internalization, and subjective academic achievement. The results showed that psychological capital was positively correlated with life attitude and subjective academic achievement (p < 0.05) and negatively correlated with adolescent internalization ( p < 0.05). Life attitude was similarly positively correlated with subjective academic achievement (p < 0.05) and negatively correlated with adolescent internalization ( p < 0.05). Gender showed significant correlations with the main variables, while age did not exhibit significant correlations. Although gender and age were not focal predictors in this study, they were included as control variables in the regression and mediation models to account for potential confounding effects. Mediating Effect Analysis of Adolescent Internalization and Life Attitude The correlation analysis results satisfied the statistical prerequisites for conducting further mediating effect tests on adolescent internalization and life attitude [ 45 ]. This study utilized the PROCESS macro in SPSS to perform a chain mediation effect analysis. Hierarchical regression was conducted on the standardized data of each variable prior to the analysis, with subjective academic achievement as the dependent variable. In the first layer, gender, age, and psychological capital were included; in the second layer, adolescent internalization and life attitude were added (see Table 2 ). For the mediation effect analysis, Model 6 of the chain mediation model was applied with 5000 bootstrap samples. Psychological capital served as the independent variable, subjective academic achievement as the dependent variable, and age and gender as control variables. Adolescent internalization and life attitude were designated as the first and second mediating variables in the chain mediation path, respectively. As shown in Fig. 2 , within the chain mediation model, psychological capital positively predicts subjective academic achievement ( β = 0.29, t = 6.27, p < 0.001), negatively predicts adolescent internalization ( β = -0.42, t = -14.48, p < 0.001), and positively predicts life attitude ( β = 0.74, t = 34.07, p < 0.001). Adolescent internalization positively predicts subjective academic achievement ( β = 0.07, t = 2.22, p < 0.050) and negatively predicts life attitude ( β = -0.09, t = -4.19, p < 0.001). Life attitude positively predicts subjective academic achievement ( β = 0.18, t = 3.91, p < 0.001). Table 2 Analysis of Regression Relationships Between Variables Outcome Variable Predictor Variable R R2 F β t Subjective Academic Achievement 0.41 0. 1 7 67.32 *** Gender 0.01 0.24 Age 0.04 1.51 Psycap 0.40 *** 13.95 *** Adolescent Internalization 0.41 0.17 69.96 *** Gender 0.05 1.71 Age 0.04 1.27 Psycap -0.42 *** -14.48 *** Life Attitudes 0.78 0.62 403.00 *** Gender 0.03 1.32 Age 0.03 1.56 Psycap 0.74 *** 34.07 *** Adolescent Internalization -0.09 *** -4.19 *** Subjective Academic Achievement 0.43 0.18 44.66 *** Gender -0.00 -0.03 Age 0.04 1.31 Psycap 0.29 *** 6.27 *** Adolescent Internalization 0.07 * 2.22 * Life Attitudes 0.18 *** 3.91 *** * p < 0.05,** p < 0.01,*** p < 0.001 Note : All continuous variables in the model are standardized; gender is coded as a dummy variable: 0 = male, 1 = female. Table 3 Bootstrap analysis results of the chain mediating effects test Paths Effect value Boot SE Boot LL CI Boot UL CI p Psycap→AI→SAA -0.027 0.015 -0.056 0.002 > 0.05 Psycap→LA→SAA 0.125 0.04 0.048 0.204 < 0.05 Psycap→AI→LA→ SAA 0.007 0.003 0.002 0.013 < 0.05 Direct effect 0.273 0.043 0.187 0.358 < 0.001 Total mediating effect 0.104 0.045 0.017 0.195 < 0.05 Total effect 0.377 0.027 0.324 0.43 < 0.001 Note : LA = Life Attitude, SAA = Subjective Academic Achievement, AI = Adolescent Internalization Table 3 presents the mediation effects of adolescent internalization and life attitude on the relationship between psychological capital and subjective academic achievement. The total mediation effect was significant (effect value = 0.10, accounting for 27.69% of the total effect of psychological capital on subjective academic achievement, effect value = 0.38). The mediation effect included three indirect paths: adolescent internalization mediated − 7.89% of the effect (effect value = -0.03, Bootstrap 95% CI: [-0.06, 0.00]); life attitude mediated 31.58% of the effect (effect value = 0.12, Bootstrap 95% CI: [0.05, 0.20]); and the chain mediation effect of adolescent internalization and life attitude mediated 2.63% of the effect (effect value = 0.01, Bootstrap 95% CI: [0.00, 0.01]). These results indicate that adolescent internalization and life attitude collectively mediate the relationship between psychological capital and subjective academic achievement. To assess whether these indirect effects differed significantly, pairwise contrasts were conducted. The results indicated that the indirect effect through life attitude (Ind2) was significantly stronger than both the internalization-only pathway (Ind1) (contrast = -0.1522, 95% CI [− 0.2314, − 0.0712]) and the chain pathway (Ind3) (contrast = 0.1181, 95% CI [0.0458, 0.1925]). In addition, the chain pathway (Ind3) was significantly stronger than the internalization-only pathway (Ind1) (contrast = -0.0342, 95% CI [− 0.0639, − 0.0050]). These results highlight that life attitude plays the most prominent mediating role in the relationship between psychological capital and subjective academic achievement, both independently and in comparison with adolescent internalization. Discussion This study examined the relationship between psychological capital and subjective academic achievement, aiming to uncover the underlying mechanisms involved. The findings suggested that psychological capital not only directly predicts subjective academic achievement but also exerts an indirect influence via the chain mediation of adolescent internalization and life attitude. Psychological capital, adolescent internalization, and life attitude are significant factors in shaping the subjective academic achievement of middle school students. Therefore, enhancing psychological capital, mitigating adolescent internalization, and fostering a positive life attitude could improve subjective academic achievement in adolescents. Psychological Capital and Subjective Academic Achievement The results support Research Hypothesis 1 , indicating that psychological capital positively predicts subjective academic achievement among middle school students. This finding aligns with prior research, which identifies psychological capital—comprising self-efficacy, resilience, hope, and optimism—as a key resource for maintaining positive mental states and coping with academic challenges [ 1 ]. Self-efficacy enhances confidence, resilience promotes persistence, and hope and optimism provide emotional support in academic contexts. Psychological capital also mediates the link between positive emotions and academic performance [ 11 ], and plays a vital role in the academic adjustment of students, including those with learning disabilities [ 12 ]. It contributes to academic adaptability and interacts with human and social capital to influence academic and career outcomes [ 13 , 39 ]. Moreover, it helps mitigate negative emotions such as anxiety and depression [ 46 ], and strengthens social support that facilitates academic success [ 28 ]. Overall, psychological capital serves as a critical factor in enhancing students’ academic performance and should be fostered through educational interventions. The Mediating Role of Adolescent Internalization Although previous studies have suggested that adolescent internalizing problems—such as anxiety, depression, and emotional withdrawal—may impair academic performance by reducing students' motivation and concentration [ 16 ], the present study did not find a statistically significant mediating effect of internalization in the relationship between psychological capital and subjective academic achievement. This result indicates that while psychological capital is negatively associated with internalizing symptoms [ 26 ], the pathway from internalizing problems to academic self-evaluation may be more complex or context-dependent. One possible explanation is that the buffering effects of psychological capital, such as enhanced resilience, self-efficacy, and optimism, may not directly translate into improved academic self-perceptions through internalizing symptoms alone [ 3 , 27 ]. Additionally, while psychological capital has been found to support emotional adjustment and reduce internalizing distress in adolescents [ 18 , 19 ], these improvements in emotional well-being may require a longer period or additional contextual supports (e.g., family or school climate) to influence academic outcomes meaningfully. Therefore, our findings do not support Hypothesis 2 but instead suggest that the influence of psychological capital on subjective academic achievement is more likely to operate through other psychological pathways—such as life attitude—or potentially through interactive effects not captured in the current model. Future studies may consider using longitudinal or multilevel approaches to examine whether internalizing problems exert delayed or context-specific effects on academic self-perceptions. The Mediating Role of Life Attitude The results of this study confirm Research Hypothesis 3 , which posits that life attitude mediates the relationship between psychological capital and subjective academic achievement. The findings suggest that psychological capital directly enhances psychological adaptability and indirectly improves adolescents' academic performance by fostering a positive life attitude. Life attitude, reflecting an individual's overall perspective on life's meaning, goals, and values, shapes how one copes with challenges and stress [ 29 ]. Positive traits within psychological capital, such as self-efficacy, hope, and optimism, enable adolescents to develop a more positive outlook on life, fostering greater resilience and adaptability when confronting academic pressures [ 34 , 47 ]. Moreover, research highlights how psychological capital interventions enhance mental well-being and cultivate positive attitudes, playing a vital role in managing academic stress and promoting success [ 31 ]. These effects are particularly pronounced in contexts where life attitudes, shaped by environmental factors like school climate and collective self-esteem, interact with psychological capital to enhance academic outcomes [ 2 ]. Adolescents with a positive life attitude are more likely to set clear academic goals, sustain motivation, and believe in their ability to achieve these goals. In conclusion, Research Hypothesis 3 is validated, underscoring that life attitude is a key mediator between psychological capital and subjective academic achievement. By integrating psychological traits with resilience and environmental factors, as observed in extreme sports participants, life attitudes can significantly enhance academic performance through improved focus and adaptability [ 48 ]. These findings highlight the importance of fostering positive life attitudes through educational interventions to advance academic success. Moreover, previous studies have shown that interventions aimed at enhancing psychological capital can significantly improve mental well-being and foster a positive life attitude, even under highly stressful conditions such as the COVID-19 pandemic [ 47 ]. These findings provide additional support for the integration of psychological capital development into school-based mental health and academic support programs. The Chain Mediation Model of Adolescent Internalization and Life Attitude The results of this study confirm Hypothesis 4 , which posits that life attitude and adolescent internalizing problems serve as chain mediators between psychological capital and subjective academic achievement. Psychological capital, encompassing self-efficacy, resilience, hope, and optimism, significantly enhances adolescents' mental health and behavioral outcomes by mitigating internalizing problems and fostering a positive life attitude [ 1 , 38 ]. Internalizing problems, such as anxiety and depression, disrupt adolescents’ ability to set and pursue academic goals; however, psychological capital mitigates these effects by enhancing self-regulation and alleviating emotional distress [ 37 ]. This dual pathway illustrates how psychological capital fosters resilience, alleviates stress, and cultivates a goal-oriented life attitude, ultimately enhancing subjective academic achievement. Moreover, this study corroborates prior findings that internalizing problems negatively affect life attitude. Internalizing problems, such as depressive symptoms, provoke negative emotional reactions and cognitive distortions, undermining adolescents' confidence and obscuring their perception of life goals [ 27 ]. This study extends prior research by demonstrating that mitigating internalizing problems through psychological capital improves life attitudes and enhances academic outcomes. Environmental factors, such as stress, further complicate these relationships, underscoring the importance of addressing both psychological and situational contributors to academic success [ 26 ]. In conclusion, this study integrates classical theories and contemporary research, demonstrating that psychological capital mitigates internalizing problems and cultivates a positive life attitude, which collectively enhance subjective academic achievement. These findings align with the triadic reciprocal determinism model, which emphasizes the interaction of behavior, cognition, and environment in shaping adolescents' academic outcomes [ 48 ]. This chain mediation model underscores the pivotal role of psychological capital in advancing academic success across multiple dimensions. Limitations Although this study provides valuable insights into the relationships among psychological capital, adolescent internalization, life attitude, and subjective academic achievement, several limitations should be acknowledged. First, the study utilized a cross-sectional design, which precludes causal inferences. Future longitudinal or experimental studies are crucial to clarify the directionality of the observed relationships. Second, all variables were measured using self-report questionnaires, which may introduce social desirability bias and common method variance. Future research could incorporate multi-informant data (e.g., teacher or parent reports) or objective academic performance indicators to strengthen measurement validity. Third, the sample was recruited through convenience sampling from only three public schools in a single urban region (Chengdu), and although the sample size was relatively large (N = 1,019), it may not be representative of the broader student population in China. Additionally, the data were nested (i.e., students were grouped within classes and schools), but this study did not account for the potential hierarchical structure in the analysis. Future studies may consider using multilevel modeling to address this issue. Finally, the statistical analyses employed were correlational, which can only identify associations but cannot confirm causality. Therefore, the findings should be interpreted with caution regarding their explanatory power. Despite these limitations, this study offers a theoretical basis and empirical evidence for understanding the psychological mechanisms underlying subjective academic achievement during early adolescence. Future research could extend the current model to other student populations, such as those in vocational education or rural settings, and explore the impact of contextual or institutional factors. Conclusion This study examined the mechanisms underpinning subjective academic achievement among middle school students, highlighting the pivotal role of psychological capital. The findings revealed that psychological capital positively influences academic success both directly and indirectly and particularly alleviates adolescent internalizing problems, such as anxiety and depression. In addition, psychological capital fosters a positive life attitude, which enhances psychological adaptability and academic motivation. Moreover, the study identifies adolescent internalizing problems and life attitude as key mediating factors in this relationship. These results suggest that schools, educators, and mental health practitioners should focus on cultivating students’ psychological capital, addressing internalizing problems, and promoting a positive life attitude to support adolescents’ academic performance and overall well-being. Implications for Future Research While this study provides valuable insights, future research can further advance the field in several ways. First, longitudinal or experimental studies are needed to establish causal relationships between psychological capital, internalization, life attitude, and academic outcomes. Second, expanding the sample to include students from different regions, age groups, or educational systems could improve generalizability. Third, future studies may explore additional mediating or moderating variables (e.g., school climate, parental support, socioeconomic status) that influence the link between psychological capital and academic achievement. These efforts would contribute to a more comprehensive understanding of the psychological mechanisms underpinning academic success. Based on our findings, we offer the following practical recommendations. Schools and educators should implement targeted programs to cultivate students' psychological capital, such as interventions that enhance self-efficacy, hope, resilience, and optimism. Mental health practitioners should develop early screening and counseling services to identify and address internalizing problems among adolescents. Additionally, value-based education that promotes meaning in life, goal-setting, and positive life attitudes can support students’ long-term academic motivation and psychological well-being. These efforts can collectively help improve students’ subjective academic achievement and overall development. Abbreviations Psycap Psychological Capital PPQ Positive Psychop Questionnaire DASS Depression-Anxiety-Stress Scale LA Life Attitude, SAA Subjective Academic Achievement, AI Adolescent Internalization. Declarations Acknolegdement This study acknowledges the invaluable participation and support of the educational administrative departments, teachers, and students from seven middle schools in Chengdu, the tireless efforts of the research team members, and all individuals who provided assistance and support throughout the research process. Author contribution Y.H. and Y.W. contributed to the original design, data collection, analysis, and drafting of the manuscript. P.N. contributed to the data analysis and interpretation, as well as manuscript revision. L.H. contributed to the manuscript editing and refinement. Y.Z. provided critical guidance as the corresponding author, supervised the research process, and approved the final version of the manuscript. All authors read and approved the final manuscript. Funding This study is supported by the Sichuan Provincial Basic Education Research Center under the 2024 Key Project “The Impact of Emotional Priming on Adolescent Moral Judgment: Neural Mechanisms of Empathy Modulation” (Grant No. JCJY202414), the Research and Discipline Development Office of Chengdu Normal University under the 2023 Talent Introduction Project “The Effect of Local Face Processing on the Other-Race Effect in Expression Recognition Among College Students: Evidence from Eye-Tracking and EEG” (Grant No. YJRC202303), the Chengdu Normal University Undergraduate Innovation and Entrepreneurship Project “Research on Low Desire Among College Students” (Grant No. S202414389134), and the Project of Natural Science Foundation of Sichuan Province (Grant No. 2023NSFSC1186). Data Availability The datasets generated and analyzed in the current study are available from the corresponding author upon reasonable request. Ethics approval and consent to participate This manuscript is not under review elsewhere, and the results have not been published previously or accepted for publication. All methods were conducted in accordance with relevant guidelines and regulations. Written informed consent was obtained from all participants, and approval was also secured from their legal guardians. This study received ethical approval from the Ethics Committee of Chengdu Normal University (Ethics Approval No. 2024016). Written informed consent was obtained from all participants and their legal guardians prior to participation. The consent process was facilitated through the participating schools. Consent forms were distributed to students and taken home to be signed by their parents or legal guardians. Only those who returned signed consent forms were included in the final survey. Consent for publication Not applicable. Competing interests The authors declare that they have no competing interests. Author details 1 Department of Psychology, Chengdu Normal University, Chengdu, China. 2 Sichuan Psychological and Behavioral Science Popularization Base, Chengdu, China. 3 Institute of Principalship Studies, Faculty of Education, University of Malaya, Kuala Lumpur, Malaysia. Competing interests On behalf of all authors, the corresponding author states that there is no conflict of interest. References Luthans F, Avolio BJ, Avey JB, Norman SM. Positive psychological capital: measurement and relationship with performance and satisfaction[J]. PERS PSYCHOL. 2007;60(3):541–72. Yu W, Yao W, Chen M, Zhu H, Yan J. School climate and academic burnout in medical students: a moderated mediation model of collective self-esteem and psychological capital[J]. BMC PSYCHOL. 2023;11(1):77. 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Exploring the effects of health behaviors and mental health on students’ academic achievement: a cross-sectional study on lebanese university students[J]. BMC Public Health. 2023;23(1):1228. Kurtovic A, Vrdoljak G, Hirnstein M. Contribution to family, friends, school, and community is associated with fewer depression symptoms in adolescents-mediated by self-regulation and academic performance[J]. FRONT PSYCHOL. 2021;11:615249. Fernández-Alles M, Hernández-Roque D, Villanueva-Flores M, Díaz-Fernández M. The impact of human, social, and psychological capital on academic spin-off internationalization[J]. J INT ENTREP. 2022;20(3):433–73. Miyamoto A, Werner K, Schmidt FT. A reciprocal perspective on the differential associations between personality traits and multiple indicators of academic achievement[J]. J PERS. 2024;92(4):1067–85. Zhang K, Zhang S, Dong YH. Positive psychological capital: measurement and its relationship with mental health[J]. Stud Psychol Behav. 2010;8(01):58–64. Sticca F, Goetz T, Bieg M, Hall NC, Eberle F, Haag L. Examining the accuracy of students’ self-reported academic grades from a correlational and a discrepancy perspective: evidence from a longitudinal study[J]. PLoS ONE. 2017;12(11):e187367. Hayes AF. Mediation, moderation, and conditional process analysis[J]. Introduction to mediation, moderation, and conditional process analysis: A regression-based approach. 2013; 1(6):12–20. Zhou H, Long L. Statistical test and control methods of common method biases[J]. Adv Psychol Sci. 2004(06):942–50. Wen ZL, Ye BJ. Analysis of mediation effects: methods and model development[J]. Adv Psychol Sci. 2014;22(05):731–45. Pascoe MC, Hetrick SE, Parker AG. The impact of stress on students in secondary school and higher education[J]. INT J ADOLESC YOUTH. 2020;25(1):104–12. Sumalrot T, Suwanwong C, Pimthong S, Surakarn A, Chiangkhong A, Khunakorncharatphong A. The development and effectiveness of web-based psychological capital intervention on the mental well-being of tourism workers during the covid-19 pandemic[J]. BMC PSYCHOL. 2023;11(1):138. Martinho DV, Gouveia ÉR, Field A, Ribeiro A, Ordoñez-Saavedra N, Pereira F, et al. Psychological traits of extreme sport participants: a scoping review[J]. BMC PSYCHOL. 2024;12(1):544. Additional Declarations No competing interests reported. Cite Share Download PDF Status: Posted Version 1 posted You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-5699761","acceptedTermsAndConditions":true,"allowDirectSubmit":true,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":449734330,"identity":"fb71368c-4b05-408b-80e4-b683ba36a064","order_by":0,"name":"Yousong Hu","email":"","orcid":"","institution":"Chengdu Normal University：Faculty of Education and Psyhology","correspondingAuthor":false,"prefix":"","firstName":"Yousong","middleName":"","lastName":"Hu","suffix":""},{"id":449734331,"identity":"9d4335a0-ad9d-4663-8335-844ca05a27d7","order_by":1,"name":"Yuqian Weng","email":"","orcid":"","institution":"Chengdu Normal University：Faculty of Education and Psyhology","correspondingAuthor":false,"prefix":"","firstName":"Yuqian","middleName":"","lastName":"Weng","suffix":""},{"id":449734332,"identity":"5f84d953-3e07-4bda-8089-8a931ca4301d","order_by":2,"name":"Ping Ning","email":"","orcid":"","institution":"Institute of Principalship Studies, Faculty of Education, University of Malaya","correspondingAuthor":false,"prefix":"","firstName":"Ping","middleName":"","lastName":"Ning","suffix":""},{"id":449734333,"identity":"60956415-455c-4dd1-a06b-80b11144e158","order_by":3,"name":"Li Han","email":"","orcid":"","institution":"Chengdu Normal University：Faculty of Education and Psyhology","correspondingAuthor":false,"prefix":"","firstName":"Li","middleName":"","lastName":"Han","suffix":""},{"id":449734334,"identity":"e4dce2cf-db9f-4285-bbf0-1e8445066815","order_by":4,"name":"Youxue Zhang","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAA2klEQVRIiWNgGAWjYJACZhDBxt584MCHH6Ro4ec5lnhwZg8pWiRn+Bgf5mAjQrnBjQTmzwU1d+w23OD5cJiBh0GeX+wAAS1nDjAYzzj2LHnD7d4NhwssGAxnzk4goOV4A0MyD9vhZIM7ZzccnsHDkGBwm5CWwwwMh3n+AbXcyHlwmIeNGC3HGxibedsO20nOyGEgTovkmQPMzLx9hxOAgWwADGQJwn7hA4UYz7fD9sCofPzhww8beX5pAloUDvB/ANGJDRC+BH7lICAPVWpPWOkoGAWjYBSMWAAAundKyu1HrQoAAAAASUVORK5CYII=","orcid":"","institution":"Chengdu Normal University：Faculty of Education and Psyhology","correspondingAuthor":true,"prefix":"","firstName":"Youxue","middleName":"","lastName":"Zhang","suffix":""}],"badges":[],"createdAt":"2024-12-23 12:53:09","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-5699761/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-5699761/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":81728949,"identity":"7ceeaed4-3b7a-4ada-9060-88debdefae60","added_by":"auto","created_at":"2025-04-30 18:17:06","extension":"jpeg","order_by":1,"title":"Figure 1","display":"","copyAsset":false,"role":"figure","size":117928,"visible":true,"origin":"","legend":"\u003cp\u003eThe hypothesized model of the relationships among variables.\u003c/p\u003e","description":"","filename":"floatimage1.jpeg","url":"https://assets-eu.researchsquare.com/files/rs-5699761/v1/2d3980c51e645b5ffe033e31.jpeg"},{"id":81728951,"identity":"7677352f-0ab2-4da9-9262-6ba82187ef89","added_by":"auto","created_at":"2025-04-30 18:17:06","extension":"jpeg","order_by":2,"title":"Figure 2","display":"","copyAsset":false,"role":"figure","size":117815,"visible":true,"origin":"","legend":"\u003cp\u003eModel of the Relationships Between Psychological Capital, Life Attitude, Adolescent Internalization, and Subjective Academic Achievement\u003c/p\u003e","description":"","filename":"floatimage2.jpeg","url":"https://assets-eu.researchsquare.com/files/rs-5699761/v1/9e0d74a3bddb4bac509919d7.jpeg"},{"id":83973318,"identity":"d363d5a5-3d4b-480c-903b-ee9519d7ba3b","added_by":"auto","created_at":"2025-06-05 08:32:06","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":1385208,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-5699761/v1/f85980f0-baf1-4b8b-816b-f1dac8cbf167.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"The Relationship Between Psychological Capital and Subjective Academic Achievement Among Middle School Students: The Chain Mediating Role of Adolescent Internalization and Life Attitude","fulltext":[{"header":"Introduction","content":"\u003cp\u003eIn recent years, the rise of positive psychology has brought increased research attention to psychological capital (PsyCap) as a core construct for understanding individual development and well-being. PsyCap is defined as a positive psychological state of development characterized by four components: self-efficacy, optimism, hope, and resilience [\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e]. As an emerging psychological resource, PsyCap has demonstrated significant associations with mental health, learning motivation, and personal achievement across various educational settings [\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e, \u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e]. Prior research has also shown that psychological capital can buffer the effects of academic stress in adolescents and promote positive academic outcomes through enhanced self-efficacy and resilience [\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e]. Furthermore, studies have shown that a supportive school climate can enhance students' psychological resources and academic outcomes, as evidenced in both Western and non-Western contexts [\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eMiddle school adolescence constitutes a pivotal developmental juncture marked by accelerated emotional, cognitive, and social transformations. This period renders students particularly vulnerable to academic stressors while concurrently fostering the dynamic formation of their academic self-concepts. Subjective academic achievement, referring to students' self-evaluations of their learning abilities and performance, plays a pivotal role in shaping motivation, well-being, and long-term academic trajectories. In the Chinese educational context, where students face high levels of academic pressure and competitive tracking, understanding the psychological mechanisms that influence subjective academic achievement is of paramount and immediate importance.\u003c/p\u003e \u003cp\u003eThis study seeks to examine the relationship between psychological capital and subjective academic achievement in middle school students in China, specifically exploring the mediating roles of adolescent internalizing problems (anxiety and depression) and life attitudes. Drawing upon Fredrickson\u0026rsquo;s broaden-and-build theory, self-determination theory, and Bandura\u0026rsquo;s social learning theory, we propose a chain mediation model to investigate the psychological pathways through which psychological capital may enhance students\u0026rsquo; perceptions of academic success [\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e]. This study addresses a research gap in the literature by focusing on the interplay of these variables in a Chinese adolescent population, offering novel insights into educational and mental health interventions.\u003c/p\u003e"},{"header":"Literature Review","content":"\u003cdiv id=\"Sec3\" class=\"Section2\"\u003e \u003ch2\u003eThe Relationship Between Psychological Capital and Subjective Academic Achievement\u003c/h2\u003e \u003cp\u003eSubjective academic achievement refers to students' self-assessment and subjective perceptions of their academic performance. Unlike objective academic achievement, subjective academic achievement emphasizes students' subjective cognition and emotional responses to their learning abilities and academic outcomes. This self-assessment includes not only academic success or failure but also encompasses students' overall perception and satisfaction with their academic abilities [\u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e7\u003c/span\u003e]. The various dimensions of psychological capital significantly enhance subjective academic achievement by fostering students' academic self-confidence and motivation [\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e]. For example, high self-efficacy strengthens students' belief in their ability to complete academic tasks, thereby enhancing their academic performance. Resilience enables students to maintain a positive coping attitude when encountering academic challenges [\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e, \u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e10\u003c/span\u003e]. Hope and optimism instill motivation and confidence in students, empowering them to achieve their academic goals [\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e]. Furthermore, psychological capital acts as a mediator between positive emotions and academic performance, facilitating the translation of positive emotional states into improved academic outcomes [\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e]. Additionally, psychological capital plays a pivotal role for students with learning disabilities by enhancing their subjective well-being and facilitating academic adjustment, thereby helping them overcome unique challenges in their learning environments [\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e12\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eIn summary, students with higher psychological capital are more likely to employ positive coping strategies when encountering academic challenges, thereby achieving better academic outcomes. The overarching role of psychological capital in facilitating academic adjustment among university students underscores its importance as a critical resource for enhancing their success and adaptability in academic settings [\u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e13\u003c/span\u003e].\u003c/p\u003e \u003c/div\u003e\n\u003ch3\u003eThe Role of Adolescent Internalization\u003c/h3\u003e\n\u003cp\u003ePrevious studies have demonstrated a positive correlation between elevated psychological capital and academic achievement [\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e, \u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e14\u003c/span\u003e]. Additionally, psychological capital is inversely correlated with behavioral problems, including internalizing issues [\u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e15\u003c/span\u003e]. Internalizing problems are emotional and affective disturbances that can manifest as anxiety, depression, and withdrawal [\u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e16\u003c/span\u003e]. Adolescents struggling to cope with academic, interpersonal, and family challenges are more likely to develop internalizing problems [\u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e17\u003c/span\u003e], with those possessing lower psychological capital being particularly vulnerable. Moreover, psychological capital plays a pivotal role in enhancing mental health by buffering against emotional distress through mechanisms like enhanced social support and subjective well-being [\u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e18\u003c/span\u003e, \u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e19\u003c/span\u003e]. For instance, adolescents with elevated psychological capital derive stronger online social support and an enhanced sense of belonging, collectively mitigating internalizing issues[\u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e18\u003c/span\u003e, \u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e19\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eFurthermore, studies indicate that elevated psychological capital can mitigate fear [\u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e20\u003c/span\u003e]. Psychological distress and depressive symptoms during adolescence exert a significant influence on educational achievement [\u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e21\u003c/span\u003e, \u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e22\u003c/span\u003e]. Specifically, separation anxiety in childhood can have a sustained negative impact on academic outcomes, manifesting in internalizing behaviors, reduced academic achievement, and adverse physical health effects [\u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e23\u003c/span\u003e]. Additionally, internalizing and externalizing mental health issues among adolescents significantly influence educational outcomes for both boys and girls, with mental health problems strongly associated with levels of educational attainment [\u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e24\u003c/span\u003e]. The effect of stress on psychological capital is particularly significant, as chronic stress undermines mental health and depletes psychological resources, thereby impairing academic performance [\u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e25\u003c/span\u003e, \u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e26\u003c/span\u003e]. However, it is also important to note that moderate levels of stress, when perceived as challenge stressors, may serve as motivational forces that encourage students to engage in goal-directed efforts. Recent research has shown that short-term stress, under specific conditions, can enhance academic persistence and focus [\u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e25\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eFinally, depression significantly predicts lower academic achievement among rural children [\u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e27\u003c/span\u003e]. As a form of internalizing problem in adolescents, depression may also diminish subjective academic achievement by undermining psychological capital. The role of social support is crucial, as it moderates the relationship between psychological capital and academic success by enhancing academic adjustment and promoting emotional stability [\u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e28\u003c/span\u003e].\u003c/p\u003e\n\u003ch3\u003eThe Role of Life Attitude\u003c/h3\u003e\n\u003cp\u003eAccording to Yuan et al. life attitude refers to an individual's overall perspective on life's meaning, goals, and values, along with the psychological and emotional responses exhibited while pursuing these goals [\u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e29\u003c/span\u003e]. It reflects how individuals perceive and manage their life experiences and directly influences their life satisfaction and well-being [\u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e30\u003c/span\u003e]. Research indicates that the positive traits within psychological capital, such as hope and optimism, encourage individuals to confront life challenges with a positive mindset and believe in their ability to achieve life goals [\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e]. Similarly, studies suggest that applying psychological capital across diverse environments helps individuals adapt and thrive, reinforcing its critical role in shaping life attitudes [\u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e31\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eResilience enables individuals to sustain positive emotional responses during adversity, thereby cultivating a more optimistic life attitude [\u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e32\u003c/span\u003e]. Therefore, psychological capital directly enhances psychological adaptability and indirectly improves quality of life and subjective well-being by cultivating a positive life attitude. Furthermore, recent research suggests that a positive life attitude, characterized by a strong sense of meaning in life and psychological resilience, plays a crucial role in buffering the effects of academic stress and school burnout among adolescents, ultimately contributing to their academic adaptation and success [\u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e33\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eSelf-determination theory emphasizes the importance of autonomy and fulfilling autonomous needs, proposing that individuals integrate various aspects of the self to form a coherent whole within society [\u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e34\u003c/span\u003e]. This theory posits that students shape their life attitudes through participation in decision-making, goal setting, and self-directed learning. Positive psychological capital shapes subjective academic achievement by cultivating a positive mindset. According to triadic reciprocal determinism within social learning theory, behavior, cognition, and environment are interdependent and mutually influential. Environmental factors supply positive psychological resources that shape students' cognitive processes, thereby affecting their assessment of subjective academic achievement [\u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e35\u003c/span\u003e].\u003c/p\u003e\n\u003ch3\u003eThe Role of Life Attitude and Adolescent Internalization\u003c/h3\u003e\n\u003cp\u003eLower psychological capital, by influencing adolescents' internalizing problems, can increase their susceptibility to internal emotional issues such as anxiety and depression when encountering stress and challenges [\u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e36\u003c/span\u003e]. These internalizing problems may trigger negative emotional responses in academics, family, and interpersonal relationships, thereby diminishing students' ability to cope with challenges [\u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e22\u003c/span\u003e]. Additionally, stress and interpersonal conflicts exacerbate these negative emotional states, further amplifying their impact on psychological health and academic outcomes [\u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e26\u003c/span\u003e]. These emotional responses directly affect students' mental health and profoundly influence their life attitudes, often causing feelings of helplessness and defeat when encountering life's difficulties [\u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e27\u003c/span\u003e]. This negative emotional state and attitude further shape students' perceptions of life goals and meaning, resulting in diminished motivation to set and achieve academic goals, which ultimately affects their subjective academic achievement.\u003c/p\u003e \u003cp\u003eBased on existing research, the effect of psychological capital on subjective academic achievement may be indirect, primarily mediated by internalizing problems and life attitude. Specifically, higher levels of psychological capital\u0026mdash;which encompasses self-efficacy, resilience, hope, and optimism\u0026mdash;enhance adolescents\u0026rsquo; emotional regulation and perceived social support, thereby reducing internalizing symptoms such as anxiety, depression, and withdrawal [\u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e18\u003c/span\u003e, \u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e19\u003c/span\u003e]. This reduction in internalizing problems facilitates the development of a more positive life attitude, characterized by optimism, self-worth, and a sense of purpose, which in turn contributes to greater subjective academic achievement by reinforcing students\u0026rsquo; confidence and motivation toward academic goals [\u003cspan citationid=\"CR37\" class=\"CitationRef\"\u003e37\u003c/span\u003e, \u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e38\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eFurthermore, human, social, and psychological capital collectively promote academic success by enhancing students\u0026rsquo; capacity to cope with challenges and mobilize supportive resources [\u003cspan citationid=\"CR39\" class=\"CitationRef\"\u003e39\u003c/span\u003e]. This mechanism is consistent with the triadic reciprocal model of social learning theory, which posits that behavior, cognition, and environment interact dynamically to shape adolescents\u0026rsquo; academic and emotional development [\u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e36\u003c/span\u003e, \u003cspan citationid=\"CR40\" class=\"CitationRef\"\u003e40\u003c/span\u003e]. Within this theoretical framework, psychological capital functions as a core cognitive resource, facilitating adaptive cognitive appraisals and mitigating the effects of academic stress and peer pressure through future-oriented thinking and resilience. The hypothesized model of this study is presented in Fig.\u0026nbsp;\u003cspan refid=\"Fig1\" class=\"InternalRef\"\u003e1\u003c/span\u003e.\u003c/p\u003e\n\u003ch3\u003eTheoretical Framework\u003c/h3\u003e\n\u003cp\u003eGiven the cross-sectional design of this study, the proposed mediation model is exploratory and based on theoretical assumptions rather than causal inference. First, grounded in Fredrickson\u0026rsquo;s broaden-and-build theory of positive emotions, psychological capital\u0026mdash;encompassing hope, optimism, and resilience\u0026mdash;is conceptualized as a vital resource that broadens students\u0026rsquo; thought\u0026ndash;action repertoires and cultivates enduring emotional and cognitive capacities to support academic success. Furthermore, Self-Determination Theory [\u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e34\u003c/span\u003e] explains how psychological capital facilitates the fulfillment of basic psychological needs\u0026mdash;autonomy, competence, and relatedness\u0026mdash;thereby enhancing internal motivation. Hence, students with higher levels of hope and self-efficacy are more likely to engage in goal setting and self-regulated learning, which contribute to a positive life attitude and academic engagement.\u003c/p\u003e \u003cp\u003eIn addition, Bandura\u0026rsquo;s Social Learning Theory, particularly the triadic reciprocal determinism model, highlights the interplay between personal factors (e.g., psychological capital), behaviors (e.g., academic efforts), and environmental conditions (e.g., teacher support, school climate), in which psychological capital not only shapes students\u0026rsquo; responses to environmental stressors but is also shaped by contextual feedback, acting as a mediating mechanism that links emotional and cognitive processes to subjective academic achievement. Together, the above theoretical perspectives provide an integrated framework, suggesting that psychological capital contributes to academic success by reducing internalizing problems and fostering a positive life attitude through motivational, cognitive, and environmental pathways.\u003c/p\u003e \u003cdiv id=\"Sec8\" class=\"Section2\"\u003e \u003ch2\u003eHypotheses of the Study\u003c/h2\u003e \u003cp\u003eBased on the research gap, this study aims to investigate the impact of psychological capital on subjective academic achievement, as well as the mediating roles of adolescent internalization and life attitude. Our study seeks to address the following four hypotheses:\u003c/p\u003e \u003cp\u003e \u003cstrong\u003eHypothesis 1\u003c/strong\u003e \u003cp\u003ePsychological capital positively predicts subjective academic achievement among middle school students.\u003c/p\u003e \u003c/p\u003e \u003cp\u003e \u003cstrong\u003eHypothesis 2\u003c/strong\u003e \u003cp\u003eAdolescent internalization acts as a mediator between psychological capital and subjective academic achievement.\u003c/p\u003e \u003c/p\u003e \u003cp\u003e \u003cstrong\u003eHypothesis 3\u003c/strong\u003e \u003cp\u003eLife attitude mediates the relationship between psychological capital and subjective academic achievement.\u003c/p\u003e \u003c/p\u003e \u003cp\u003e \u003cstrong\u003eHypothesis 4\u003c/strong\u003e \u003cp\u003ePsychological capital can influence subjective academic achievement through a chain mediation effect involving adolescent internalization and life attitude.\u003c/p\u003e \u003c/p\u003e \u003cp\u003e \u003c/p\u003e \u003c/div\u003e"},{"header":"Method","content":"\u003cdiv id=\"Sec10\" class=\"Section2\"\u003e \u003ch2\u003eParticipants\u003c/h2\u003e \u003cp\u003eA convenience sample of 1,027 students (Grades 7\u0026ndash;9) was recruited from three public schools in Chengdu, China, a metropolitan city with a population exceeding 21\u0026nbsp;million. These schools, with approximate enrollments of 2,000, 1,200, and 3,000 students respectively,were selected through pre-existing academic partnerships with local education authorities. Of five schools invited via official correspondence facilitated by the municipal education bureau, three consented to participate, while two declined due to scheduling constraints. Data collection took place over two weeks in May 2023 during the regular school term to minimize disruption and reflect typical academic conditions.\u003c/p\u003e \u003cp\u003eParticipants were selected based on availability and willingness, with assistance from school administrators who identified intact classes from each grade level for group-based testing during self-study periods. Standardized instructions were provided, and each class served as a testing unit. After excluding responses with over 10% missing data or patterned answers indicating inattentiveness, 1,019 valid questionnaires were retained (response rate\u0026thinsp;=\u0026thinsp;97.6%). The final sample consisted of 52.6% male and 47.4% female students, with a mean age of 14.40 years (SD\u0026thinsp;=\u0026thinsp;1.02; age range: 13\u0026ndash;16). The grade distribution was as follows: Grade 7(22.4%), Grade 8( 44.0%), and Grade 9 (33.6%). Participation was voluntary, anonymous, and conducted in compliance with institutional ethical guidelines for research involving minors.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec11\" class=\"Section2\"\u003e \u003ch2\u003eMeasures\u003c/h2\u003e \u003cdiv id=\"Sec12\" class=\"Section3\"\u003e \u003ch2\u003ePositive Psycap Questionnaire\u003c/h2\u003e \u003cp\u003eThe Positive Psycap Questionnaire (PPQ) is an instrument utilized to assess psychological capital among Chinese adolescents [\u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e41\u003c/span\u003e]. Participants rate items on a 7-point Likert scale, where higher scores reflected greater positive psychological capacities. In this study, the Cronbach's \u003cem\u003eα\u003c/em\u003e coefficients for the four subscales\u0026mdash;self-efficacy, resilience, hope, and optimism\u0026mdash;were 0.84, 0.63, 0.80, and 0.82, respectively, revealing varying levels of reliability. The overall Cronbach's \u003cem\u003eα\u003c/em\u003e for the entire questionnaire was 0.91, reflecting high internal consistency. Although the Cronbach\u0026rsquo;s \u003cem\u003eα\u003c/em\u003e coefficient for the resilience subscale (\u003cem\u003eα\u003c/em\u003e\u0026thinsp;=\u0026thinsp;0.63) was slightly below the conventional threshold, item-total correlation analysis indicated that removing any individual item would not substantially improve the overall reliability. Therefore, the original structure of the subscale was retained in alignment with the validated version of the questionnaire used in prior studies.\u003c/p\u003e \u003c/div\u003e \u003c/div\u003e \u003cdiv id=\"Sec13\" class=\"Section2\"\u003e \u003ch2\u003eLife Attitude Questionnaire for Middle School Students\u003c/h2\u003e \u003cp\u003eThe Life Attitude Questionnaire for Chinese College Students, originally developed by Yuan et al. [\u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e29\u003c/span\u003e], was adapted for use with adolescents in this study. To ensure age-appropriateness and content clarity, several items were revised in wording and contextual examples to better reflect the cognitive, emotional, and developmental characteristics of adolescents. These revisions were made based on expert consensus from three specialists in developmental and educational psychology. A pilot test involving 98 middle school students was conducted to evaluate the clarity, readability, and relevance of the adapted items.\u003c/p\u003e \u003cp\u003eThe final version of the revised Life Attitude Scale consists of 17 items rated on a 6-point Likert scale (1 = \"strongly disagree\" to 6 = \"strongly agree\"), with higher scores indicating a more positive life attitude. The scale includes three subdimensions: life belief (Items A1\u0026ndash;A6), life experience (A7\u0026ndash;A12), and life will (A13\u0026ndash;A17). Confirmatory factor analysis (CFA) using Mplus 8.0 supported the three-factor structure, showing acceptable fit: χ\u0026sup2;(116)\u0026thinsp;=\u0026thinsp;771.061, \u003cem\u003ep\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;.001, RMSEA\u0026thinsp;=\u0026thinsp;0.074 (90% CI [0.069, 0.079]), CFI\u0026thinsp;=\u0026thinsp;0.918, TLI\u0026thinsp;=\u0026thinsp;0.903, and SRMR\u0026thinsp;=\u0026thinsp;0.050. Although the chi-square was significant, other indices indicated a good model fit. The scale also demonstrated strong internal consistency, with Cronbach\u0026rsquo;s \u003cem\u003eα\u003c/em\u003e coefficients of 0.84 (life belief), 0.80 (life experience), 0.71 (life motivation), and 0.89 for the total scale, supporting its reliability and construct validity among middle school students.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec14\" class=\"Section2\"\u003e \u003ch2\u003eAdolescent Internalization Questionnaire\u003c/h2\u003e \u003cp\u003eThis study employed the Chinese version of the Depression-Anxiety-Stress Scale (DASS) to measure internalizing problems in adolescents. The scale includes three sub-dimensions\u0026mdash;stress, anxiety, and depression\u0026mdash;and consists of 21 items. It has demonstrated robust psychometric properties in Chinese adolescent populations [\u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e16\u003c/span\u003e]. Participants rated their experiences over the past week on a 4-point Likert scale (0 = \"never,\" 1 = \"sometimes,\" 2 = \"often,\" 3 = \"always\"). In this study, the Cronbach\u0026rsquo;s \u003cem\u003eα\u003c/em\u003e coefficients for the stress, anxiety, and depression subscales were 0.84, 0.83, and 0.83, respectively, indicating high reliability. The overall Cronbach\u0026rsquo;s alpha for the scale was 0.94, reflecting excellent internal consistency.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec15\" class=\"Section2\"\u003e \u003ch2\u003eSubjective Academic Achievement Questionnaire\u003c/h2\u003e \u003cp\u003eIn this study, subjective academic achievement was assessed through students\u0026rsquo; self-evaluation of their performance in three core subjects: Chinese, Mathematics, and English. Participants rated statements such as \u0026ldquo;I believe my performance in Mathematics is good\u0026rdquo; on a 5-point Likert scale (1 = \"very poor\" to 5 = \"very good\"). The average of the three items was calculated, with higher scores indicating more positive self-perceived academic performance.\u003c/p\u003e \u003cp\u003eThe questionnaire was adapted from Sticca et al. [\u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e42\u003c/span\u003e], who found a robust correlations between self-reported and actual grades, supporting the validity of self-evaluations despite minor over-reporting. In the current study, the Cronbach\u0026rsquo;s \u003cem\u003eα of the questionnaire\u003c/em\u003e was 0.67, indicating moderate internal consistency. Chinese, Mathematics, and English were selected due to their core status in the national curriculum and significant weighting in high-stakes assessments.. Other subjects were excluded to mitigate participant burden, representing a limitation noted for future research.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec16\" class=\"Section2\"\u003e \u003ch2\u003eData Processing and Analysis\u003c/h2\u003e \u003cp\u003eData were processed using SPSS 26.0 and the SPSS macro program PROCESS 3.4.1 developed by Hayes [\u003cspan citationid=\"CR43\" class=\"CitationRef\"\u003e43\u003c/span\u003e], and analyzed using SPSS 26.0. Descriptive statistics were first calculated. Harman's single-factor test was used to assess common method bias. The Process macro (Model 6) was subsequently used to examine the independent mediating effects of life attitude and adolescent internalization on the relationship between psychological capital and subjective academic achievement, as well as the chain mediation effect. Before model testing, all research variables were standardized.\u003c/p\u003e \u003c/div\u003e"},{"header":"Results","content":"\u003cdiv id=\"Sec18\" class=\"Section2\"\u003e \u003ch2\u003eCommon Method Bias Test\u003c/h2\u003e \u003cp\u003eGiven all data in this study were self-reported, potential common method bias was assessed using Harman's single-factor test [\u003cspan citationid=\"CR44\" class=\"CitationRef\"\u003e44\u003c/span\u003e]. Results revealed 11 factors with eigenvalues greater than 1 under unrotated conditions, with the first factor accounting for 26.15% of the variance. This result falls below the 40% threshold, indicating that common method bias is not a significant concern in this study.\u003c/p\u003e \u003cp\u003eIn addition to the statistical test, procedural controls were implemented to reduce the potential for common method bias. All participants completed the questionnaires anonymously and were informed that there were no right or wrong answers. They were encouraged to respond honestly and independently. Furthermore, the order of items across different constructs was randomized to minimize response consistency bias.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec19\" class=\"Section2\"\u003e \u003ch2\u003eDescriptive Statistics and Correlation Analysis\u003c/h2\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eDescriptive Statistics and Correlation Analysis\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"9\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" 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\u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e3.Psycap\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e4. 25\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0. 92\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.05\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.10\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e4.LA\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e3. 84\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0. 84\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.05\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.10\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e0. 78\u003csup\u003e***\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e5.AI\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e0. 71\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0. 57\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.02\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.01\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e\u0026minus;\u0026thinsp;0. 41\u003csup\u003e***\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e\u0026minus;\u0026thinsp;0.40\u003csup\u003e***\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e6.SAA\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e2. 69\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0. 76\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.06\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.04\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e0. 40\u003csup\u003e***\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e0.38\u003csup\u003e***\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e \u003cp\u003e-0.12\u003csup\u003e***\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003ctfoot\u003e \u003ctr\u003e\u003ctd colspan=\"9\"\u003eNote : N\u0026thinsp;=\u0026thinsp;1019 ; * \u003cem\u003ep\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;0. 05, * *\u003cem\u003ep\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;0. 01, * * *\u003cem\u003ep\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;0. 001 ;\u003c/td\u003e\u003c/tr\u003e \u003ctr\u003e\u003ctd colspan=\"9\"\u003eLA\u0026thinsp;=\u0026thinsp;Life Attitude, SAA\u0026thinsp;=\u0026thinsp;Subjective Academic Achievement, AI\u0026thinsp;=\u0026thinsp;Adolescent Internalization;\u003c/td\u003e\u003c/tr\u003e \u003c/tfoot\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eGender was coded as a dummy variable (0\u0026thinsp;=\u0026thinsp;male, 1\u0026thinsp;=\u0026thinsp;female) and included as a control variable in the regression analyses.\u003c/p\u003e \u003cp\u003eTable\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e presents the correlation matrix for the main variables, including psychological capital, life attitude, adolescent internalization, and subjective academic achievement. The results showed that psychological capital was positively correlated with life attitude and subjective academic achievement (p\u0026thinsp;\u0026lt;\u0026thinsp;0.05) and negatively correlated with adolescent internalization (\u003cem\u003ep\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;0.05). Life attitude was similarly positively correlated with subjective academic achievement \u003cem\u003e(p\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;0.05) and negatively correlated with adolescent internalization (\u003cem\u003ep\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;0.05). Gender showed significant correlations with the main variables, while age did not exhibit significant correlations. Although gender and age were not focal predictors in this study, they were included as control variables in the regression and mediation models to account for potential confounding effects.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec20\" class=\"Section2\"\u003e \u003ch2\u003eMediating Effect Analysis of Adolescent Internalization and Life Attitude\u003c/h2\u003e \u003cp\u003eThe correlation analysis results satisfied the statistical prerequisites for conducting further mediating effect tests on adolescent internalization and life attitude [\u003cspan citationid=\"CR45\" class=\"CitationRef\"\u003e45\u003c/span\u003e]. This study utilized the PROCESS macro in SPSS to perform a chain mediation effect analysis. Hierarchical regression was conducted on the standardized data of each variable prior to the analysis, with subjective academic achievement as the dependent variable. In the first layer, gender, age, and psychological capital were included; in the second layer, adolescent internalization and life attitude were added (see Table\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e). For the mediation effect analysis, Model 6 of the chain mediation model was applied with 5000 bootstrap samples. Psychological capital served as the independent variable, subjective academic achievement as the dependent variable, and age and gender as control variables. Adolescent internalization and life attitude were designated as the first and second mediating variables in the chain mediation path, respectively.\u003c/p\u003e \u003cp\u003e \u003c/p\u003e \u003cp\u003eAs shown in Fig.\u0026nbsp;\u003cspan refid=\"Fig2\" class=\"InternalRef\"\u003e2\u003c/span\u003e, within the chain mediation model, psychological capital positively predicts subjective academic achievement (\u003cem\u003eβ\u003c/em\u003e\u0026thinsp;=\u0026thinsp;0.29, \u003cem\u003et\u003c/em\u003e\u0026thinsp;=\u0026thinsp;6.27, \u003cem\u003ep\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;0.001), negatively predicts adolescent internalization (\u003cem\u003eβ\u003c/em\u003e = -0.42, \u003cem\u003et\u003c/em\u003e = -14.48, \u003cem\u003ep\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;0.001), and positively predicts life attitude (\u003cem\u003eβ\u003c/em\u003e\u0026thinsp;=\u0026thinsp;0.74, \u003cem\u003et\u003c/em\u003e\u0026thinsp;=\u0026thinsp;34.07, \u003cem\u003ep\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;0.001). Adolescent internalization positively predicts subjective academic achievement (\u003cem\u003eβ\u003c/em\u003e\u0026thinsp;=\u0026thinsp;0.07, \u003cem\u003et\u003c/em\u003e\u0026thinsp;=\u0026thinsp;2.22, \u003cem\u003ep\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;0.050) and negatively predicts life attitude (\u003cem\u003eβ\u003c/em\u003e = -0.09, \u003cem\u003et\u003c/em\u003e = -4.19, \u003cem\u003ep\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;0.001). Life attitude positively predicts subjective academic achievement (\u003cem\u003eβ\u003c/em\u003e\u0026thinsp;=\u0026thinsp;0.18, \u003cem\u003et\u003c/em\u003e\u0026thinsp;=\u0026thinsp;3.91, \u003cem\u003ep\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;0.001).\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab2\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 2\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eAnalysis of Regression Relationships Between Variables\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"7\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eOutcome Variable\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePredictor Variable\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u003cem\u003eR\u003c/em\u003e\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003e\u003cem\u003eR2\u003c/em\u003e\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003e\u003cem\u003eF\u003c/em\u003e\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003e\u003cem\u003eβ\u003c/em\u003e\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c7\"\u003e \u003cp\u003e\u003cem\u003et\u003c/em\u003e\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"3\" rowspan=\"4\"\u003e \u003cp\u003eSubjective Academic Achievement\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.41\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0. 1 7\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e67.32\u003csup\u003e***\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eGender\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.01\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e0.24\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eAge\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.04\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e1.51\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePsycap\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.40\u003csup\u003e***\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e13.95\u003csup\u003e***\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"3\" rowspan=\"4\"\u003e \u003cp\u003eAdolescent Internalization\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.41\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.17\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e69.96\u003csup\u003e***\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eGender\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.05\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e1.71\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eAge\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.04\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e1.27\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePsycap\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e-0.42\u003csup\u003e***\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e-14.48\u003csup\u003e***\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"4\" rowspan=\"5\"\u003e \u003cp\u003eLife Attitudes\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.78\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.62\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e403.00\u003csup\u003e***\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eGender\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.03\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e1.32\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eAge\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.03\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e1.56\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePsycap\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.74\u003csup\u003e***\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e34.07\u003csup\u003e***\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eAdolescent Internalization\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e-0.09\u003csup\u003e***\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e-4.19\u003csup\u003e***\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"5\" rowspan=\"6\"\u003e \u003cp\u003eSubjective Academic Achievement\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.43\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.18\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e44.66\u003csup\u003e***\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eGender\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e-0.00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e-0.03\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eAge\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.04\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e1.31\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePsycap\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.29\u003csup\u003e***\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e6.27\u003csup\u003e***\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eAdolescent Internalization\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.07\u003csup\u003e*\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e2.22\u003csup\u003e*\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eLife Attitudes\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.18\u003csup\u003e***\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e3.91\u003csup\u003e***\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003ctfoot\u003e \u003ctr\u003e\u003ctd colspan=\"7\"\u003e*\u003cem\u003ep\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;0.05,**\u003cem\u003ep\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;0.01,***\u003cem\u003ep\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;0.001\u003c/td\u003e\u003c/tr\u003e \u003ctr\u003e\u003ctd colspan=\"7\"\u003e\u003cb\u003eNote\u003c/b\u003e: All continuous variables in the model are standardized; gender is coded as a dummy variable: 0\u0026thinsp;=\u0026thinsp;male, 1\u0026thinsp;=\u0026thinsp;female.\u003c/td\u003e\u003c/tr\u003e \u003c/tfoot\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab3\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 3\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eBootstrap analysis results of the chain mediating effects test\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"6\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003ePaths\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eEffect value\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eBoot SE\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eBoot LL CI\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eBoot UL CI\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003e\u003cem\u003ep\u003c/em\u003e\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003ePsycap\u0026rarr;AI\u0026rarr;SAA\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e-0.027\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.015\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e-0.056\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.002\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e\u0026gt;\u0026thinsp;0.05\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003ePsycap\u0026rarr;LA\u0026rarr;SAA\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e0.125\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.04\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.048\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.204\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e\u0026lt;\u0026thinsp;0.05\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003ePsycap\u0026rarr;AI\u0026rarr;LA\u0026rarr; SAA\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e0.007\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.003\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.002\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.013\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e\u0026lt;\u0026thinsp;0.05\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eDirect effect\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e0.273\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.043\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.187\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.358\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e\u0026lt;\u0026thinsp;0.001\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eTotal mediating effect\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e0.104\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.045\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.017\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.195\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e\u0026lt;\u0026thinsp;0.05\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eTotal effect\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e0.377\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.027\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.324\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.43\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e\u0026lt;\u0026thinsp;0.001\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003ctfoot\u003e \u003ctr\u003e\u003ctd colspan=\"6\"\u003eNote : LA\u0026thinsp;=\u0026thinsp;Life Attitude, SAA\u0026thinsp;=\u0026thinsp;Subjective Academic Achievement, AI\u0026thinsp;=\u0026thinsp;Adolescent Internalization\u003c/td\u003e\u003c/tr\u003e \u003c/tfoot\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eTable\u0026nbsp;\u003cspan refid=\"Tab3\" class=\"InternalRef\"\u003e3\u003c/span\u003e presents the mediation effects of adolescent internalization and life attitude on the relationship between psychological capital and subjective academic achievement. The total mediation effect was significant (effect value\u0026thinsp;=\u0026thinsp;0.10, accounting for 27.69% of the total effect of psychological capital on subjective academic achievement, effect value\u0026thinsp;=\u0026thinsp;0.38). The mediation effect included three indirect paths: adolescent internalization mediated \u0026minus;\u0026thinsp;7.89% of the effect (effect value = -0.03, Bootstrap 95% CI: [-0.06, 0.00]); life attitude mediated 31.58% of the effect (effect value\u0026thinsp;=\u0026thinsp;0.12, Bootstrap 95% CI: [0.05, 0.20]); and the chain mediation effect of adolescent internalization and life attitude mediated 2.63% of the effect (effect value\u0026thinsp;=\u0026thinsp;0.01, Bootstrap 95% CI: [0.00, 0.01]). These results indicate that adolescent internalization and life attitude collectively mediate the relationship between psychological capital and subjective academic achievement.\u003c/p\u003e \u003cp\u003eTo assess whether these indirect effects differed significantly, pairwise contrasts were conducted. The results indicated that the indirect effect through life attitude (Ind2) was significantly stronger than both the internalization-only pathway (Ind1) (contrast = -0.1522, 95% CI [\u0026minus;\u0026thinsp;0.2314, \u0026minus;\u0026thinsp;0.0712]) and the chain pathway (Ind3) (contrast\u0026thinsp;=\u0026thinsp;0.1181, 95% CI [0.0458, 0.1925]). In addition, the chain pathway (Ind3) was significantly stronger than the internalization-only pathway (Ind1) (contrast = -0.0342, 95% CI [\u0026minus;\u0026thinsp;0.0639, \u0026minus;\u0026thinsp;0.0050]).\u003c/p\u003e \u003cp\u003eThese results highlight that life attitude plays the most prominent mediating role in the relationship between psychological capital and subjective academic achievement, both independently and in comparison with adolescent internalization.\u003c/p\u003e \u003c/div\u003e"},{"header":"Discussion","content":"\u003cp\u003eThis study examined the relationship between psychological capital and subjective academic achievement, aiming to uncover the underlying mechanisms involved. The findings suggested that psychological capital not only directly predicts subjective academic achievement but also exerts an indirect influence via the chain mediation of adolescent internalization and life attitude. Psychological capital, adolescent internalization, and life attitude are significant factors in shaping the subjective academic achievement of middle school students. Therefore, enhancing psychological capital, mitigating adolescent internalization, and fostering a positive life attitude could improve subjective academic achievement in adolescents.\u003c/p\u003e \u003cdiv id=\"Sec22\" class=\"Section2\"\u003e \u003ch2\u003ePsychological Capital and Subjective Academic Achievement\u003c/h2\u003e \u003cp\u003eThe results support Research Hypothesis \u003cspan refid=\"FPar1\" class=\"InternalRef\"\u003e1\u003c/span\u003e, indicating that psychological capital positively predicts subjective academic achievement among middle school students. This finding aligns with prior research, which identifies psychological capital\u0026mdash;comprising self-efficacy, resilience, hope, and optimism\u0026mdash;as a key resource for maintaining positive mental states and coping with academic challenges [\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e]. Self-efficacy enhances confidence, resilience promotes persistence, and hope and optimism provide emotional support in academic contexts.\u003c/p\u003e \u003cp\u003ePsychological capital also mediates the link between positive emotions and academic performance [\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e], and plays a vital role in the academic adjustment of students, including those with learning disabilities [\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e12\u003c/span\u003e]. It contributes to academic adaptability and interacts with human and social capital to influence academic and career outcomes [\u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e13\u003c/span\u003e, \u003cspan citationid=\"CR39\" class=\"CitationRef\"\u003e39\u003c/span\u003e]. Moreover, it helps mitigate negative emotions such as anxiety and depression [\u003cspan citationid=\"CR46\" class=\"CitationRef\"\u003e46\u003c/span\u003e], and strengthens social support that facilitates academic success [\u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e28\u003c/span\u003e]. Overall, psychological capital serves as a critical factor in enhancing students\u0026rsquo; academic performance and should be fostered through educational interventions.\u003c/p\u003e \u003cdiv id=\"Sec23\" class=\"Section3\"\u003e \u003ch2\u003eThe Mediating Role of Adolescent Internalization\u003c/h2\u003e \u003cp\u003eAlthough previous studies have suggested that adolescent internalizing problems\u0026mdash;such as anxiety, depression, and emotional withdrawal\u0026mdash;may impair academic performance by reducing students' motivation and concentration [\u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e16\u003c/span\u003e], the present study did not find a statistically significant mediating effect of internalization in the relationship between psychological capital and subjective academic achievement. This result indicates that while psychological capital is negatively associated with internalizing symptoms [\u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e26\u003c/span\u003e], the pathway from internalizing problems to academic self-evaluation may be more complex or context-dependent.\u003c/p\u003e \u003cp\u003eOne possible explanation is that the buffering effects of psychological capital, such as enhanced resilience, self-efficacy, and optimism, may not directly translate into improved academic self-perceptions through internalizing symptoms alone [\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e, \u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e27\u003c/span\u003e]. Additionally, while psychological capital has been found to support emotional adjustment and reduce internalizing distress in adolescents [\u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e18\u003c/span\u003e, \u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e19\u003c/span\u003e], these improvements in emotional well-being may require a longer period or additional contextual supports (e.g., family or school climate) to influence academic outcomes meaningfully.\u003c/p\u003e \u003cp\u003eTherefore, our findings do not support Hypothesis \u003cspan refid=\"FPar2\" class=\"InternalRef\"\u003e2\u003c/span\u003e but instead suggest that the influence of psychological capital on subjective academic achievement is more likely to operate through other psychological pathways\u0026mdash;such as life attitude\u0026mdash;or potentially through interactive effects not captured in the current model. Future studies may consider using longitudinal or multilevel approaches to examine whether internalizing problems exert delayed or context-specific effects on academic self-perceptions.\u003c/p\u003e \u003c/div\u003e \u003c/div\u003e \u003cdiv id=\"Sec24\" class=\"Section2\"\u003e \u003ch2\u003eThe Mediating Role of Life Attitude\u003c/h2\u003e \u003cp\u003eThe results of this study confirm Research Hypothesis \u003cspan refid=\"FPar3\" class=\"InternalRef\"\u003e3\u003c/span\u003e, which posits that life attitude mediates the relationship between psychological capital and subjective academic achievement. The findings suggest that psychological capital directly enhances psychological adaptability and indirectly improves adolescents' academic performance by fostering a positive life attitude. Life attitude, reflecting an individual's overall perspective on life's meaning, goals, and values, shapes how one copes with challenges and stress [\u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e29\u003c/span\u003e]. Positive traits within psychological capital, such as self-efficacy, hope, and optimism, enable adolescents to develop a more positive outlook on life, fostering greater resilience and adaptability when confronting academic pressures [\u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e34\u003c/span\u003e, \u003cspan citationid=\"CR47\" class=\"CitationRef\"\u003e47\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eMoreover, research highlights how psychological capital interventions enhance mental well-being and cultivate positive attitudes, playing a vital role in managing academic stress and promoting success [\u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e31\u003c/span\u003e]. These effects are particularly pronounced in contexts where life attitudes, shaped by environmental factors like school climate and collective self-esteem, interact with psychological capital to enhance academic outcomes [\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e]. Adolescents with a positive life attitude are more likely to set clear academic goals, sustain motivation, and believe in their ability to achieve these goals.\u003c/p\u003e \u003cp\u003eIn conclusion, Research Hypothesis \u003cspan refid=\"FPar3\" class=\"InternalRef\"\u003e3\u003c/span\u003e is validated, underscoring that life attitude is a key mediator between psychological capital and subjective academic achievement. By integrating psychological traits with resilience and environmental factors, as observed in extreme sports participants, life attitudes can significantly enhance academic performance through improved focus and adaptability [\u003cspan citationid=\"CR48\" class=\"CitationRef\"\u003e48\u003c/span\u003e]. These findings highlight the importance of fostering positive life attitudes through educational interventions to advance academic success. Moreover, previous studies have shown that interventions aimed at enhancing psychological capital can significantly improve mental well-being and foster a positive life attitude, even under highly stressful conditions such as the COVID-19 pandemic [\u003cspan citationid=\"CR47\" class=\"CitationRef\"\u003e47\u003c/span\u003e]. These findings provide additional support for the integration of psychological capital development into school-based mental health and academic support programs.\u003c/p\u003e \u003cdiv id=\"Sec25\" class=\"Section3\"\u003e \u003ch2\u003eThe Chain Mediation Model of Adolescent Internalization and Life Attitude\u003c/h2\u003e \u003cp\u003eThe results of this study confirm Hypothesis \u003cspan refid=\"FPar4\" class=\"InternalRef\"\u003e4\u003c/span\u003e, which posits that life attitude and adolescent internalizing problems serve as chain mediators between psychological capital and subjective academic achievement. Psychological capital, encompassing self-efficacy, resilience, hope, and optimism, significantly enhances adolescents' mental health and behavioral outcomes by mitigating internalizing problems and fostering a positive life attitude [\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e, \u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e38\u003c/span\u003e]. Internalizing problems, such as anxiety and depression, disrupt adolescents\u0026rsquo; ability to set and pursue academic goals; however, psychological capital mitigates these effects by enhancing self-regulation and alleviating emotional distress [\u003cspan citationid=\"CR37\" class=\"CitationRef\"\u003e37\u003c/span\u003e]. This dual pathway illustrates how psychological capital fosters resilience, alleviates stress, and cultivates a goal-oriented life attitude, ultimately enhancing subjective academic achievement.\u003c/p\u003e \u003cp\u003eMoreover, this study corroborates prior findings that internalizing problems negatively affect life attitude. Internalizing problems, such as depressive symptoms, provoke negative emotional reactions and cognitive distortions, undermining adolescents' confidence and obscuring their perception of life goals [\u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e27\u003c/span\u003e]. This study extends prior research by demonstrating that mitigating internalizing problems through psychological capital improves life attitudes and enhances academic outcomes. Environmental factors, such as stress, further complicate these relationships, underscoring the importance of addressing both psychological and situational contributors to academic success [\u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e26\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eIn conclusion, this study integrates classical theories and contemporary research, demonstrating that psychological capital mitigates internalizing problems and cultivates a positive life attitude, which collectively enhance subjective academic achievement. These findings align with the triadic reciprocal determinism model, which emphasizes the interaction of behavior, cognition, and environment in shaping adolescents' academic outcomes [\u003cspan citationid=\"CR48\" class=\"CitationRef\"\u003e48\u003c/span\u003e]. This chain mediation model underscores the pivotal role of psychological capital in advancing academic success across multiple dimensions.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec26\" class=\"Section3\"\u003e \u003ch2\u003eLimitations\u003c/h2\u003e \u003cp\u003eAlthough this study provides valuable insights into the relationships among psychological capital, adolescent internalization, life attitude, and subjective academic achievement, several limitations should be acknowledged. First, the study utilized a cross-sectional design, which precludes causal inferences. Future longitudinal or experimental studies are crucial to clarify the directionality of the observed relationships. Second, all variables were measured using self-report questionnaires, which may introduce social desirability bias and common method variance. Future research could incorporate multi-informant data (e.g., teacher or parent reports) or objective academic performance indicators to strengthen measurement validity. Third, the sample was recruited through convenience sampling from only three public schools in a single urban region (Chengdu), and although the sample size was relatively large (N\u0026thinsp;=\u0026thinsp;1,019), it may not be representative of the broader student population in China. Additionally, the data were nested (i.e., students were grouped within classes and schools), but this study did not account for the potential hierarchical structure in the analysis. Future studies may consider using multilevel modeling to address this issue. Finally, the statistical analyses employed were correlational, which can only identify associations but cannot confirm causality. Therefore, the findings should be interpreted with caution regarding their explanatory power.\u003c/p\u003e \u003cp\u003eDespite these limitations, this study offers a theoretical basis and empirical evidence for understanding the psychological mechanisms underlying subjective academic achievement during early adolescence. Future research could extend the current model to other student populations, such as those in vocational education or rural settings, and explore the impact of contextual or institutional factors.\u003c/p\u003e \u003c/div\u003e \u003c/div\u003e"},{"header":"Conclusion","content":"\u003cp\u003eThis study examined the mechanisms underpinning subjective academic achievement among middle school students, highlighting the pivotal role of psychological capital. The findings revealed that psychological capital positively influences academic success both directly and indirectly and particularly alleviates adolescent internalizing problems, such as anxiety and depression. In addition, psychological capital fosters a positive life attitude, which enhances psychological adaptability and academic motivation. Moreover, the study identifies adolescent internalizing problems and life attitude as key mediating factors in this relationship. These results suggest that schools, educators, and mental health practitioners should focus on cultivating students\u0026rsquo; psychological capital, addressing internalizing problems, and promoting a positive life attitude to support adolescents\u0026rsquo; academic performance and overall well-being.\u003c/p\u003e \u003cdiv id=\"Sec28\" class=\"Section2\"\u003e \u003ch2\u003eImplications for Future Research\u003c/h2\u003e \u003cp\u003eWhile this study provides valuable insights, future research can further advance the field in several ways. First, longitudinal or experimental studies are needed to establish causal relationships between psychological capital, internalization, life attitude, and academic outcomes. Second, expanding the sample to include students from different regions, age groups, or educational systems could improve generalizability. Third, future studies may explore additional mediating or moderating variables (e.g., school climate, parental support, socioeconomic status) that influence the link between psychological capital and academic achievement. These efforts would contribute to a more comprehensive understanding of the psychological mechanisms underpinning academic success.\u003c/p\u003e \u003cp\u003eBased on our findings, we offer the following practical recommendations. Schools and educators should implement targeted programs to cultivate students' psychological capital, such as interventions that enhance self-efficacy, hope, resilience, and optimism. Mental health practitioners should develop early screening and counseling services to identify and address internalizing problems among adolescents. Additionally, value-based education that promotes meaning in life, goal-setting, and positive life attitudes can support students\u0026rsquo; long-term academic motivation and psychological well-being. These efforts can collectively help improve students\u0026rsquo; subjective academic achievement and overall development.\u003c/p\u003e \u003c/div\u003e"},{"header":"Abbreviations","content":"\u003cp\u003ePsycap \u0026nbsp; \u0026nbsp; \u0026nbsp;Psychological Capital\u003c/p\u003e\n\u003cp\u003ePPQ \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp;\u0026nbsp;Positive Psychop Questionnaire\u003c/p\u003e\n\u003cp\u003eDASS\u0026nbsp; \u0026nbsp;\u0026nbsp;Depression-Anxiety-Stress Scale\u003c/p\u003e\n\u003cp\u003eLA \u0026nbsp;\u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp;\u0026nbsp; Life Attitude, \u0026nbsp;\u003c/p\u003e\n\u003cp\u003eSAA\u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; Subjective Academic Achievement,\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eAI \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp;Adolescent Internalization.\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eAcknolegdement\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis study acknowledges the invaluable participation and support of the educational administrative departments, teachers, and students from seven middle schools in Chengdu, the tireless efforts of the research team members, and all individuals who provided assistance and support throughout the research process.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAuthor contribution\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eY.H. and Y.W. contributed to the original design, data collection, analysis, and drafting of the manuscript. P.N. contributed to the data analysis and interpretation, as well as manuscript revision. L.H. contributed to the manuscript editing and refinement. Y.Z. provided critical guidance as the corresponding author, supervised the research process, and approved the final version of the manuscript. All authors read and approved the final manuscript.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFunding\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis study is supported by the Sichuan Provincial Basic Education Research Center under the 2024 Key Project \u0026ldquo;The Impact of Emotional Priming on Adolescent Moral Judgment: Neural Mechanisms of Empathy Modulation\u0026rdquo; (Grant No. JCJY202414), the Research and Discipline Development Office of Chengdu Normal University under the 2023 Talent Introduction Project \u0026ldquo;The Effect of Local Face Processing on the Other-Race Effect in Expression Recognition Among College Students: Evidence from Eye-Tracking and EEG\u0026rdquo; (Grant No. YJRC202303), the Chengdu Normal University Undergraduate Innovation and Entrepreneurship Project \u0026ldquo;Research on Low Desire Among College Students\u0026rdquo; (Grant No. S202414389134), and the Project of Natural Science Foundation of Sichuan Province (Grant No. 2023NSFSC1186).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eData Availability\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe datasets generated and analyzed in the current study are available from \u0026nbsp; the corresponding author upon reasonable request.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eEthics approval and consent to participate\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis manuscript is not under review elsewhere, and the results have not been published previously or accepted for publication. All methods were conducted in accordance with relevant guidelines and regulations. Written informed consent was obtained from all participants, and approval was also secured from their legal guardians. This study received ethical approval from the Ethics Committee of Chengdu Normal University (Ethics Approval No. 2024016).\u003c/p\u003e\n\u003cp\u003eWritten informed consent was obtained from all participants and their legal guardians prior to participation. The consent process was facilitated through the participating schools. Consent forms were distributed to students and taken home to be signed by their parents or legal guardians. Only those who returned signed consent forms were included in the final survey.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConsent for publication\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eNot applicable.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eCompeting interests\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe authors declare that they have no competing interests.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAuthor details\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003csup\u003e1\u003c/sup\u003e Department of Psychology, Chengdu Normal University, Chengdu, China.\u003cbr\u003e\u003csup\u003e2\u003c/sup\u003e Sichuan Psychological and Behavioral Science Popularization Base, Chengdu, China.\u003cbr\u003e\u003csup\u003e3\u0026nbsp;\u003c/sup\u003eInstitute of Principalship Studies, Faculty of Education, University of Malaya, Kuala Lumpur, Malaysia.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eCompeting interests\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eOn behalf of all authors, the corresponding author states that there is no \u0026nbsp;conflict of interest.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\u003cli\u003e\u003cspan\u003eLuthans F, Avolio BJ, Avey JB, Norman SM. 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BMC PSYCHOL. 2024;12(1):544.\u003c/span\u003e\u003c/li\u003e\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":true,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"Psychological Capital, Subjective Academic Achievement, Middle School Students, Adolescent Internalization, Life Attitude","lastPublishedDoi":"10.21203/rs.3.rs-5699761/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-5699761/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003ch2\u003eBackground\u003c/h2\u003e \u003cp\u003eThis study investigates the relationship between psychological capital and subjective academic achievement among middle school students. It further explores the chain mediating role of adolescent internalizing problems and life attitudes in this relationship.\u003c/p\u003e\u003ch2\u003eMethods\u003c/h2\u003e \u003cp\u003eA cross-sectional survey, conducted in 2023, examined the relationships among psychological capital, adolescent internalization, life attitude, and subjective academic achievement in a convenience sample of 1,027 middle school students from Chengdu, China. Data were analyzed using descriptive statistics, correlation analyses, and a chain mediation model.\u003c/p\u003e\u003ch2\u003eResults\u003c/h2\u003e \u003cp\u003ePsychological capital significantly predicted subjective academic achievement, in which internalizing problems and life attitude served as mediators. Specifically, higher psychological capital was associated with fewer internalizing problems, more positive life attitudes, and, ultimately, improved subjective academic achievement.\u003c/p\u003e\u003ch2\u003eConclusion\u003c/h2\u003e \u003cp\u003eThese findings offer novel theoretical insights, emphasizing the pivotal role of psychological capital and positive life attitudes in educational interventions aimed at fostering student academic achievement.\u003c/p\u003e","manuscriptTitle":"The Relationship Between Psychological Capital and Subjective Academic Achievement Among Middle School Students: The Chain Mediating Role of Adolescent Internalization and Life Attitude","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-04-30 18:17:01","doi":"10.21203/rs.3.rs-5699761/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"e853d724-a10c-4172-b733-bc2d24aeda4d","owner":[],"postedDate":"April 30th, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[],"tags":[],"updatedAt":"2025-06-05T08:23:57+00:00","versionOfRecord":[],"versionCreatedAt":"2025-04-30 18:17:01","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-5699761","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-5699761","identity":"rs-5699761","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}