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农村留守儿童的心理健康与学业发展是当前教育研究的重要议题，部分留守儿童出现以沉默退缩、沟通封闭为主要特征的拒学行为，严重制约其学业发展。本研究从心理资本理论视角出发，以某乡镇小学32名具有“沉默型拒学”特征的留守儿童为对象，采用混合研究方法（问卷调查、半结构化访谈和准实验设计），探究心理资本与学业抗逆力的关系，并设计开展12周“心灵灯塔”团体干预。研究发现：实验组前测心理资本总分处于较低水平（M=2.28，SD=0.42）；干预后实验组心理资本总分及各维度得分均显著提升（p<0.001），学业抗逆力行为得分亦显著改善；协方差分析表明，控制前测差异后干预效果仍显著（F（1,29）=22.14，p<0.001，η²=0.433），对照组无显著变化。研究表明，基于心理资本理论的系统干预能有效提升留守儿童学业抗逆力。基于上述发现，建议乡村学校建立“评估—赋能—支持—链接”四维实践模式，将心理资本培育纳入心理健康教育常规工作体系。

This paper begins by arguing that the tight relation between the selection of a theoretical framework, its related methodology and the type of knowledge produced in social science research is not an arbitrary matter. If the goal of research is to improve practice, then the way in which a social theory conceptualises causality is critical. For this reason, the second section of the paper introduces readers to Roy Bhaskar’s philosophy of Critical Realism, which, it is claimed, provides an understanding of ontology and causality adequate to begin to address the complex nature of social problems. The third section highlights Critical Realism’s distinctive contribution to researching the social sciences. The fourth section makes the link between the implications of Critical Realist theory for methodology, emphasising its capacity to generate research that can reveal the causal mechanisms at work in specific contexts and conditions. The fifth section describes and critiques a small-scale mixed methods research project in order to offer a concrete demonstration of how the Critical Realist approach might generate a deeper analysis of causality. A sixth section discusses a relevant critique and limitation of Critical Realism.