Objective: To explore the impact mechanism of psychological health work in colleges on the psychological health status of college students, in order to provide a basis and practical guidance for optimizing the psychological health service system in colleges and formulating scientific and effective psychological capital intervention strategies. Methods: Through stratified cluster random sampling, 1 148 colleges students were selected from 7 colleges in Shanghai from October to November 2024. A survey was conducted using the Satisfaction Questionnaire for Psychological Health Work in colleges, Psychological Capital Questionnaire (PCQ) and Symptom Checklist-90 (SCL-90). Spearman correlation analysis, multiple Logistic regression analysis and structural equation model pathway analysis were conducted to analyze the relationship of psychological health work in colleges and psychological capital with psychological health status of college students. Results: The scores of satisfaction with college psychological health work, PCQ, and SCL-90 were [2.78(2.55,3.02),3.08(2.85,3.32),1.56(1.42,1.78)]. Spearman correlation analysis results showed that the four dimensions scores of satisfaction with psychological health work in colleges (satisfaction with psychological health course teaching, satisfaction with practical activities, satisfaction with psychological counseling services and satisfaction with crisis intervention and management) were negatively correlated with SCL-90 score of college students ( r =-0.26, -0.31, -0.24, -0.21 ); the four dimensions scores of psychological capital (self confidence, optimism, resilience, and hope) of college students were negatively correlated with SCL-90 score ( r =-0.29, -0.34, -0.28, -0.29) (all P <0.05). The results of multiple Logistic regression analysis showed that after adjusting for confounding factors such as gender, grade level, parents highest education level, major type, and physical health status, compared with college students who were "very satisfied" with their psychological health work, those who were "very dissatisfied" and "dissatisfied" with their psychological health work had a higher proportion of poor psychological health status ( OR =2.15, 1.68); compared to college students with higher level of psychological capital, those with lower level of psychological capital had a higher proportion of poor psychological health status ( OR =2.73, 2.05) (all P <0.05). The results of structural equation modeling path analysis showed that the satisfaction of psychological health work in colleges indirectly reduced psychological health risks by increasing psychological capital among colleges ( β=0.12, P <0.05), with mediation effect accounting for 60% of the total effect. Conclusion The satisfaction with psychological health work in colleges is positively correlated with both psychological health status and psychological capital among college students; and psychological capital, as an intermediary bridge, further amplifies and transmits the positive impact of satisfaction with psychological health work in colleges on psychological health among college students.