随着城乡教育融合进程推进，众多农村学生进入城镇学习，在与城市学生 的相处中产生了孤独感和自卑感。为帮助农村学生更好地适应城市学校生活， 本研究验证了家庭支持-心理资本链条对农村学生学业倦怠、创造力和个人成 长主动性的影响。通过问卷的形式分三波段收集 4 所城乡结合部中学，378 名 农村学生的家庭支持、心理资本和学业倦怠等变量的数据，分析结果表明：① 担任班干部的个体心理资本、创造力和个人成长主动性水平更高。②家庭支持 有助于培育农村学生的心理资本。③家庭支持对学业倦怠具有抑制作用，心理 资本在其中的中介作用不成立。④家庭支持对创造力和个人成长主动性的积 极影响均被心理资本完全中介。⑤性别在家庭支持对学业倦怠的影响中起调 节作用，家人的支持有利于减轻男生的学业倦怠，却可能对女生造成压力。对 于农村学生，家人需要积极给予更多的情绪支持；学校老师应该注意在日常的 交往过程中培育其心理资本，同时积极委任其班干部的职位进行锻炼。

       With the advancement of urban and rural integration education, many rural students have entered urban school, producing loneliness and inferiority in relation to urban students. In order to help rural students better adapt to urban school life, this study has verified the impact of family support - psychological capital chain on rural students’ academic burnout, creativity and personal growth initiative. In this study, 378 rural students from 4 urban-rural integration high schools, have completed the investigation by three waves. The data analysis result shows that ① The rural students who serve as the class cadres have higher levels of psychological capital, creativity and personal growth initiative. ② Family support can help cultivate the psychological capital of rural students. ③Although family support has an inhibitory effect on academic burnout, the intermediary effect of psychological capital is not established. ④Psychological capital completely intermediary the impact of family support on creativity and personal growth initiative. ⑤Gender moderates the relationship between family support and academic burnout. Family support can reduce the burnout of boys, but has an opposite role on girls. For rural students, family needs to actively give them more emotional support; school teachers 3 should pay more attention to cultivating their psychological capital during daily interaction, and actively appoint their class cadres.