Positive Mental Quality Research Articles

Family environment, positive mental quality and life satisfaction among Chinese college students

Family environment, positive mental quality and life satisfaction among Chinese college students

The Application of PREMA Model in College Mental Health Education

Abstract In order to make the mental health education in colleges and universities continue and let students find more of their advantages and potential, the author proposes the application of PREMA model in the mental health education in colleges and universities. The author applied and explored the positive mental health course of 399 subjects for 13 class hours, which included five modules: “positive emotions and happiness, positive cognition and self-efficacy, positive traits and positive personality, positive environment, summary and sharing”, after longitudinal tracking for a school year, the results show that about 34.81% of freshmen have different degrees of problems or confusion in their first class hours, and about 4.22% of them have mild or more psychological problems. After one academic year, the number of students with different levels of problems or confusion dropped to 2.51%, and only 1.04% of students with moderate or above psychological problems. The overall mental health level of students has been improved, and the level of positive development has been improved. The PREMA model not only provides a new perspective for examining college students’ mental health level and subjective well-being, but also points out a new direction for the teaching of college mental health education courses. The course of positive mental health education plays an important role in improving students’ positive mental quality and promoting the development of mental health education in colleges and universities.

Measurement of Coupling Coordination Between Vocational Happiness and Affective Education Ability of Young Teachers

When teachers are giving affective education, their emotional communication with students is a kind of state or process during which teachers’ work pressure can be alleviated when they are cultivating students’ sentiment, in the meantime, they also could attain positive mental quality and a sense of vocational happiness. Regarding the relationship between young teachers’ vocational happiness and their Affective Education Ability (AEA), only 1-2 articles have discussed it from the perspective of a single ability, there isn’t complete research on the AEA system of teachers. Therefore, to fill in this research blank, this paper aims to measure the coupling and coordination between the development of young teachers’ vocational happiness and their AEA, in the hopes of providing a piece of useful evidence for relevant research. The theory of emotional intelligence and positive psychology serve as the theoretical basis of this paper. In the second chapter, this paper builds a framework for young teachers’ affective education and an AEA training model, and employs Artificial Neural Network (ANN) to extract the time series data features of the divided six evaluation indexes of young teachers’ AEA. In the third chapter, this paper uses the Coupling Coordination Degree (CCD) to measure the coupling and coordination of the development level young teachers’ vocational happiness and their six kinds of AEA, and gives the quantification process. In the fourth chapter, this paper adopts the Grey Relational Analysis (GRA) to quantify the influence degree of all indexes on young teachers’ vocational happiness and their six kinds of AEA, thereby realizing the quantitative measurement of each evaluation index on the comprehensive development of the two. At last, experimental results are drawn to verify the measurement and analysis results of the coupling and coordination of the two.

The Impact of Positive Psychological Ability on College Students' Mental Health Level after COVID-19 Outbreak

This study was designed based on the research on the relationship between positive psychological ability and the mental health level of college students, to explore the breakthrough point of college students' getting rid of negative psychology after the COVID-19 outbreak from the perspective of positive psychological ability, so as to improve their mental health level by using Symptom Checklist-90 (SCL-90), Positive Psychological Capital Questionnaire (PPQ) and College Students' Positive Psychological Quality Scale with the objects of 517 college students in Guangxi. The results show that: (1) the level of students' mental health is significantly positively correlated with their positive mental abilities (positive mental capital and positive mental quality); (2) college students' parenting patterns, academic achievements and interpersonal relationships are significantly different in many dimensions of college students' mental health level, positive psychological capital and positive psychological quality.

Mediating Effect Of Psychological Resilience On Physical Activity Level And Negative Emotions In College Students

Depression, anxiety and stress are common negative emotions among college students. While physical activity is an effective way to reduce the level of negative emotions. However, the mechanisms of physical activity levels affect negative emotions is unclear. Psychological resilience is a positive mental quality closely related to physical activity level and negative emotions. Therefore, it can be hypothesized that psychological resilience may be one of the important bridges between physical activity level and negative emotions. PURPOSE: To explore the mediating effect of psychological resilience on physical activity level and negative emotions in college students. METHODS: A survey of 2375 college students in Shandong province was conducted using Physical Activity Rating Scale 3 (PARS-3), Connor-Davidson Resilience Scale (CD-RISC) and The Depression Anxiety Stress Scale-21 (DASS-21). SPSS24.0 statistical software was used for descriptive statistics, one-way variance test and Person correlation analysis, AMOS24.0 software was used for structural modeling, and Bootstrap method was used for testing the mediating effect. P < 0.05 was considered statistically significant. RESULTS: More than 70% of college students are at a low level of physical activity. There were significant differences in psychological resilience and negative emotions among college students with different physical activity levels (P < 0.001). The physical activity level of college students was significantly correlated with psychological resilience, significantly negatively correlated with depression, anxiety, stress and overall negative emotion (P < 0.01). The results of the structural equation model showed that physical activity level can directly affect negative emotions (direct effect = -0.045, 95%CI:-0.085, -0.004) and indirectly affect negative emotions through psychological resilience (indirect effect = -0.067, 95%CI:-0.084, -0.052). The mediating effect of psychological resilience accounts for 59.82% of the total effect. CONCLUSIONS: The level of physical activity can not only directly affect the negative emotions of college students, but also reduce their negative emotions by enhancing their psychological resilience.

The Influence of Social Support on College Students’ Subjective Well-Being: The Mediating Effect Based on Positive Mental Quality

Taking the college students of some universities in Guangdong province as the subjects, this paper investigated the influence of social support and positive mental quality on subjective well-being. The research data shows that the degree of subjective support and the extent of using the support directly influence college students’ subjective well-being, and indirectly affect their well-being through the influence of interpersonal relationship and behavior style, and that positive mental quality plays an intermediary role in the influence of social support on well-being. Therefore, we can guarantee that the subjective support through the establishment of multi-care support mechanism can cultivate the positive mental quality to enhance happiness perception, create a good supportive atmosphere to improve the use of social support, multi-angle and all-round improve the subjective well-being of college students.

Psychological distress and mental health of Thai caregivers

BACKGROUND: As the proportion of elderly people within a population increases there is an accompanying increase in the role of informal caregivers. Many studies on caregivers report negative health outcomes but very few have addressed positive aspects of caregiving. This study examines characteristics of Thai caregivers, the distribution of psychological distress and mental health among caregivers, and the association between caregiver status and psychological distress. METHODS: This report is based on an ongoing national cohort study of 60,569 Thai adults. Caregiving was common in the cohort, and in 2009 6.6% were full-time and 27.5% were part-time caregivers. Outcomes of the study were reported using an international standard Kessler 6 for psychological distress and a national Thai Mental Health Indicator. Determinants included age, sex, marital status, household income, work status and urban-rural residence. Frequency of social contacts was also included as explanatory variable. RESULTS: Among cohort members, 27.5% were part-time caregivers and 6.6% were full-time caregivers. Compared to non-caregivers, full-time caregivers tended to be older, to be married, more likely to be in the lowest household income group, to be unpaid family members, and to reside in rural areas. We noted the seeming contradiction that when compared to non-caregivers, the caregivers reported higher psychological distress but higher positive mental health (i.e., self-esteem and content with life), higher positive mental capacity (i.e., coping with crises), and higher positive mental quality (i.e., helping others). After adjusting for possible covariates, part-time and full-time caregivers were more likely to report high psychological distress (Adjusted Odds Ratios, AOR 1.33 and 1.78 among males and 1.32 and 1.45 among females). Less contact with colleagues was associated with high psychological distress both in males and females (AOR 1.36 and 1.33). Less contact with friends was also associated with high psychological distress, especially among females (AOR 1.27 and 1.42). CONCLUSIONS: This study highlights caregivers in Thailand, the strong possibility of mental health benefits, some risks of associated psychological distress, and the positive role of keeping social contacts. Early identification of vulnerable caregivers is required to target effective health promotion.