Research on The Influence of Psychological Capital on Work Performance of Young Teachers in Colleges and Universities in Sichuan Province


  • Luo Nanjie Rattanakosin International College of Creative Entrepreneurship, Rajamangala University of Technology Rattanakosin, Thailand
  • Yang Hongmei Rattanakosin International College of Creative Entrepreneurship, Rajamangala University of Technology Rattanakosin, Thailand


Psychological Capital, Work-family Balance, Work Performance


With the rapid development of higher education in China, the structure of its teaching staff has undergone significant changes, with more and more young intellectuals joining the industry. However, most young teachers face pressures such as lack of research funding, difficulties in job promotion, and limited accumulation of early academic achievements. This article focuses on the psychological capital of young teachers, investigates its impact on work-family balance and work performance, and verifies the mediating effect of work-family balance between psychological capital and work performance. A convenience sampling method and questionnaire survey were used to investigate 407 young teachers from Sichuan province, China. Regression analysis revealed that the psychological capital of young teachers can promote work performance and work-family balance, and work-family balance can also promote work performance. Furthermore, the psychological capital of young teachers can indirectly improve work performance by reducing work-family conflicts. Based on these findings, this article provides recommendations for school management, leadership, and young teachers, focusing on enhancing the psychological capital of young teachers and achieving work-family balance.


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How to Cite

Nanjie, L., & Hongmei, Y. (2023). Research on The Influence of Psychological Capital on Work Performance of Young Teachers in Colleges and Universities in Sichuan Province. Journal of Reproducible Research, 2(1), 24–32. Retrieved from