Objective: To explore the relationship between group risk perception, self efficacy and attitudes among college students, and its associations with individual prevention and control behaviors regarding COVID 19 pandemic. Methods: From October to November 2021, data were collected among 4 092 undergraduate students from eight colleges and universities in Anhui Province,using a multi stage stratified cluster sampling method. A t test and analysis of variance were performed for comparison between groups, while multiple linear regression was employed to investigate group risk perception, self efficacy and attitudes among college students in terms of individual COVID 19 prevention and control measures. Results: The total scores of group emotional risk perception (ARP), cognitive risk perception (CRP), distance perception (DIP) and self efficacy were (19.72±4.01)(14.56±3.64)(18.04±5.33) and (27.27±6.74), respectively. The total score of attitudes and beliefs was (26.15±4.54), while individual prevention and control behavior was (25.67±4.45). Emotional risk perception ( β=0.16 ), cognitive risk perception ( β=0.08 ), attitudes ( β=0.23 ) and self efficacy ( β=0.13 ) were positively correlated with individual prevention and control behaviors of college students( P <0.05). However, distance risk perception had no significant effect ( P >0.05). Conclusion Risk perception, self efficacy and attitude of college students are correlated with individual COVID 19 prevention and control behaviors. Therefore, colleges and universities should strengthen general self efficacy and attitude,and improve risk awareness towards COVID 19 among college students, and promote the effective prevention and control of campus epidemic.

Objective: To explore the role of rejection sensitivity in the relationship between the psychological resilience and social adaptability of college students with left behind experience, so as to provide reference for college students to beffer adapt to the society. Methods: Self designed questionnaire, the Conor Davidson Resilience Scale(CD-RISC), the Chinese College Students Adaptation Scale(CCSAS), and the Rejection Sensitivity Questionnaire (RSQ) were administered among 3 418 college students from four universities in Anhui Province with the stratified cluster sampling method. This research investigation used AMOS version 21.0 to construct a structural equation model of rejection sensitivity, psychological resilience, and social adaptability, to analyze the mediation effect. Results: There were 1 324 college students with lefe behind experience. Compared with college students without left behind experience[(64.47±13.79)(197.90±25.57)(10.86±2.98)], students with left behind experience exhibited lower levels of psychological resilience, social adaptability, and rejection sensitivity[(63.26±13.69)(195.14±24.60)(10.45±2.91)](t=-2.50, -3.12, -3.87, P<0.05); Rejection sensitivity was negatively associated with social adaptability, and psychological resilience among college students with left behind experience(r=-0.24, -0.22, P<0.01), while social adaptability was positively correlated with psychological resilience(r=0.64, P<0.01). The results of the mediation model showed that psychological resilience affected the mediation path of social adaptability by rejection sensitivity (mediation effect value=0.02, 95%CI=0.01-0.05, P<0.05). Conclusion Left behind experience had a negative impact on the psychological resilience and social adaptability of undergraduates. With respect to the psychological resilience of undergraduates with left behind experience, rejection sensitivity played a mediating role in the social adaptability relationship.

Objective: This study explored the relationships among psychological stress, achievement motivation and psychological capital in college students to provide a reference for improving the level of psychological capital in college students. Methods: A multi stage stratified cluster sampling method was used to select 9 940 college students from ten universities in Anhui Province. The achievement motivation scale (AMS), psychological stress scale (SRQ-20) and psychological capital scale (PPQ) were applied. The moderating effect of the questionnaire was analyzed with χ 2 tests, Spearman rank correlation and stratified regression. Results: Statistical differences were found in psychological stress according to major, whether students leader, family economic status and whether students had left behind experience ( χ 2=15.50, 10.25, 28.61, 25.55, P <0.05). The rank correlation results indicated that psychological stress was negatively correlated with the pursuit of success ( r =-0.27) and four dimensions of self efficacy,optimism,hope and resilence in psychological capital ( r =-0.43, -0.41,-0.36,-0.45)( P <0.05), and was positively correlated with the avoidance of failure ( r =0.25, P <0.05). The stratified regression model indicated that psychological stress in the dimensions of college students achievement motivation (pursuit of success: β =0.02, Δ R 2=0.01, P <0.01; failure avoidance: β = 0.03 , Δ R 2=0.01, P <0.01) played a moderating role in the relationship between psychological capital and psychological capital. Conclusion Being female, senior students, low household economic status, and left behind experience are associated with more psychological stress among college students. Psychological stress is correlated with achievement motivation and psychological capital, and has a moderating effect on the relationship between achievement motivation and psychological capital.