随着时代的发展，在校大学生日趋成为我国军队的主要兵源，他们中大部分在服役期满后会返回学校继续修读学业。然而，两年的军旅生涯会对其复学后的学习生活造成一定的影响。已有研究认为，退役复学大学生由于长期脱离学校环境，出现了一系列适应问题。已有研究已经证明，大学生的人格特质对其学校适应具有显著的预测作用。本研究从积极心理学的视角，考察退役复学大学生人格特质对心理资本的影响，从而影响退役复学大学生学校适应的作用机制，即调节定向和心理资本在人格特质和学校适应间的链式中介作用。

本研究以方便取样的方式，对124名退役复学大学生进行问卷调查。研究工具包括中国大学生学校适应量表（CCSAS）、中国版10项目大五人格量表（TIPI-C）、中文版调节定向问卷（RFQ）、心理资本量表（PCQ-16）等。最后使用Spss26.0、Process宏插件和Amos24.0对数据进行了统计分析。

研究发现：

(1)        退役复学大学生不存在严重的学校适应问题，但是满意度和学习适应的得分在七个子维度中较低。退役复学大学生具有高宜人性、高促进定向的特点，且心理资本发展情况较好；但同时他们的外向性和希望得分较低。

(2)        调查当年退出现役的学生人际关系适应、校园生活适应、情绪适应、自我适应以及学校适应总分均显著低于退役两年及以上的学生，情绪适应也显著低于退役一年的学生。男生的外向性显著低于女生；来自城市的学生在尽责性和开放性上显著高于乡镇和农村的学生；服役期间从未获得任何奖励的学生自我适应和外向性显著低于获得过奖励的学生。

(3)        退役复学大学生的复学时间和人际关系适应、情绪适应及自我适应显著相关。促进定向与外向性、宜人性、尽责性、情绪稳定性存在显著相关，与开放性不存在显著相关，与心理资本和学校适应的各维度均存在显著相关。预防定向与人格特质、心理资本和学校适应不存在显著相关。心理资本与人格特质各维度和学校适应各维度存在显著相关。除开放性与满意度相关性不显著外，人格特质各维度与学校适应各维度两两相关。

(4)        退役复学大学生的尽责性、宜人性、外向性和情绪稳定性可以显著预测学校适应总分；情绪稳定性、外向性和尽责性可以预测人际关系适应；开放性和情绪稳定性可以预测校园生活适应；情绪稳定性、外向性、宜人性和尽责性可以预测情绪适应。情绪稳定性、外向性和尽责性可以预测自我适应；尽责性、宜人性和外向性可以预测学习适应；尽责性、外向性和宜人性可以预测择业适应；情绪稳定性和外向性可以预测满意度。

(5)        促进定向在外向性、宜人性、尽责性、情绪稳定性和学校适应间发挥部分中介作用；心理资本在尽责性、情绪稳定性和学校适应间发挥部分中介作用，在外向性、宜人性、开放性和学校适应之间发挥完全中介作用。

(6)        促进定向和心理资本在退役复学大学生外向性、宜人性、尽责性、情绪稳定性和学校适应之间发挥链式中介作用。

With the development of The Times, college students have increasingly become the main source of soldiers in our army. Most of them will return to school to continue their studies after their service expires. However, two years of military service will have a certain impact on their study and life after returning to school. According to some studies, veteran college students have a series of adaptation problems due to their long separation from the school environment. It has been proved that the personality traits of college students has a significant predictive effect on their school adaptation. From the perspective of positive psychology, this study examines the influence of personality traits on psychological capital of veteran college students, and thus affects the mechanism of school adaptation of veteran college students, namely, the chain mediating effect of regulatory focus and psychological capital on personality traits and school adaptation.

In this study, a questionnaire survey was conducted among 124 veteran college students by means of convenient sampling. The research tools included the China College Student Adjustment Scale (CCSAS), Ten-Item Personality Inventory in China (TIPI-C), Chinese Version of Regulatory Focus Questionnaire (RFQ), and the Psychological Capital Questionnaire (PCQ-16). Finally, Spss26. 0, Process plugin and Amos24. 0 were used to analyze the data.

The major findings are as follows:

(1) The veteran college students do not have serious problems of school adaptation, but the degree of satisfaction and learning adaptation are relatively low in the seven subdimensions. The veteran college students have the characteristics of high agreeableness and high promotion focus, and the development of psychological capital is better. But they also scored lower on extraversion and hope.

(2) The survey found that the total scores of the veteran college students who retired in the first year were significantly lower than those of the veteran college students who retired for two years or more, and their emotional adaptation was also significantly lower than those of the veteran college students who retired for one year. The extroversion of male students was significantly lower than that of female students. Students from cities were significantly higher in conscientiousness and openness than those from towns and rural areas.Students who had never received an award during their service were significantly less self-adjusted and extroverted than those who had received an award.

(3) There is a significant correlation between the time of returning to school and interpersonal, emotional and self-adaptation. Promotion focus is significantly correlated with extroversion, agreeableness, conscientiousness, and emotional stability, but not with openness openness to, and significantly correlated with psychological capital and school adaptation.There was no significant correlation between prevention focus and personality traits, psychological capital and school adaptation.Psychological capital is significantly correlated with each dimension of personality traits and school adaptation.Except that openness openness to was not significantly correlated with satisfaction, the dimensions of personality traits were pairwise correlated with the dimensions of school adaptation.

(4) Conscientiousness, agreeableness, extraversion and emotional stability can significantly predict the total score of school adaptation.Emotional stability, extraversion and conscientiousness can predict interpersonal adaptation.Openness openness to and emotional stability can predict campus life adaptation.Emotional stability, extraversion, agreeableness and conscientiousness can predict emotional adaptation.Emotional stability, extraversion and conscientiousness can predict self-adaptation.Conscientiousness,agreeableness and extraversion predicted learning adaptation. Conscientiousness, extraversion and agreeableness can predict career adaptation.Emotional stability and extraversion predicted satisfaction.

(5) Promotion focus played a partial mediating role between extroversion, agreeableness, conscientiousness, emotional stability and school adaptation of veteran college students; Psychological capital played a partial mediating role between conscientiousness, emotional stability and school adaptation, while it played a complete mediating role in extraversion, agreeableness, openness to experience and school adaptation.

(6) Promotion focus and psychological capital play a chain mediating role between extroversion, agreeableness, conscientiousness, emotional stability and school adaptation.