The Impact of Psychological Capital, Knowledge Sharing, and Autonomous Motivation on College Students' Innovative Behavior

Abstract

Despite decades of reform efforts and China's large population, there is still a gap in the talent market between supply and demand, which affects Chinese college students' training plans. Although higher education continues to reform, the market's criteria for selecting talents are more comprehensive and no longer academic-based. Despite a severe employment background, employment standards continue to improve, and innovative behavior has become one of the evaluation criteria. Currently, the majority of innovation and entrepreneurship courses that stimulate students' innovative behavior come from external sources, overlooking their intrinsic motivation. Psychological capital can provide positive psychological resources to students, such as resilience, thereby improving their awareness and promoting behavior. We must be aware of the impact of intrinsic motivation on students, and we must use psychological capital and knowledge sharing to strengthen intrinsic motivation, promote innovative behavior, and build an influence model. This essay will look at how psychological capital can be used to encourage students to be creative in Chinese schools. It will also explain how to change things by combining knowledge sharing and intrinsic motivation in a more complete way. Researchers will investigate how to use and expand psychological capital theory in the Chinese context to support college students' innovative behavior.