ArticleFrontiers in psychology2025
The influence of social capital on college students' academic adaptation: the mediating role of positive emotional experience.
Article in Frontiers in psychology, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
Introduction: This study aims to examine the impact of social capital on college students' academic adaptation and to explore the underlying mechanism-specifically, the mediating role of positive emotional experience. By integrating perspectives from social capital theory and positive psychology, it seeks to enrich theoretical understandings of higher-education adaptation. Methods: A total of 428 undergraduates from a comprehensive university participated in this study. Data were gathered using a self-developed Social Capital Scale, an Academic Adaptation Scale, and a Positive Emotional Experience Scale. Descriptive statistics and confirmatory factor analysis were conducted in SPSS 26.0 and AMOS 24.0, respectively. Structural equation modeling was used to test the hypothesized paths, and the mediating effect of positive emotional experience was assessed via Hayes's PROCESS macro (Model 4) with 5,000 bootstrap samples. Results: Social capital had a significant direct predictive effect on academic adaptation ( Discussion: These findings support social capital theory and broaden-and-build theory, revealing a synergistic mechanism whereby external social support resources enhance students' positive emotional experiences, which in turn promote academic adaptation. Practically, universities should foster strong teacher-student and peer support networks while implementing interventions to cultivate positive emotions, thereby leveraging both pathways to improve students' adaptation to academic life.
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