Abstract
AbstractOur study explored: (a) the feasibility of prescribing laughter to university students; (b) the efficacy of the prescription on creativity, well‐being, affect, and academic efficacy (AE); and (c) the practicality of the Applied Creativity Test (ACT) conceived for this study. A convenience sample of healthy students (n = 70) aged 18–28 (78% female; M = 21.6) was randomized to experimental or control conditions. Experimental participants (n = 29) were prescribed to laugh three times a day for a week with their Laughie (a 1‐minute recording, on their smartphone, of their laughter). The intervention was planned and evaluated using Feasibility, Reach‐out, Acceptability, Maintenance, Effectiveness, Implementation, Tailorability. Data measures included ACT, Wallach–Kogan Creativity Test, Kaufman Domains of Creativity Scale, WHO‐5 Well‐being Index (WHO‐5), and Pattern of Adaptive Learning Scales AE and avoiding novelty. A 1‐minute laughter prescription, used three times a day for 1 week, was feasible and effective in stimulating creativity, increasing well‐being and immediate affect, and benefitting AE.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
