Positive Psychology Research Articles

Influence of interpersonal relationship on subjective well-being of college students: The mediating role of psychological capital

Background Nowadays, the contradiction between the rapid improvement of people’s material living standard and the loss of spiritual pursuit or the increase of pressure is becoming more and more serious.With the impact of the new corona-virus pandemic, the employment situation of college students is more severe. This leads to the growth of psychological problems and alienation behavior of college students. In the promoting positive psychology and enhancing the happiness of the whole people, the relationship between interpersonal relationship and subjective well-being of college students is an interesting and valuable research topic. Methods The structural model with AMOS21.0 was used to verify the mediating effect of psychological capital between interpersonal relationship distress and SWB from the survey data of 673 college students. Results The interpersonal distress has a negatively correlated with psychological capital and SWB, while psychological capital has a positively correlated with SWB. Psychological capital has Partial mediating effect between interpersonal distress and SWB, and the indirect effect accounts for 57% of the total effect. Conclusion This study indicates that schools should pay attention to education and intervention in psychological capital, except for strengthening knowledge and skill training of college students in how to communicate with others.

Unpacking the Dynamics of AI-Based Language Learning: Flow, Grit, and Resilience in Chinese EFL Contexts.

Artificial intelligence and positive psychology play crucial roles in education, yet there is limited research on how these psychological factors influence learners' use of AI, particularly in language education. Grounded in self-determination theory, this study investigates the factors influencing Chinese English learners' intention to use AI for language learning. Utilizing structural equation modeling, this research examines the mediating roles of grit, flow, and resilience in the relationship between basic psychological needs and the intention to use AI. Data were analyzed using AMOS 26 and SPSS 26. The findings reveal that flow, grit, and resilience mediate the relationship between basic psychological needs and the intention to adopt AI tools for language learning. This study provides valuable insights into how educational environments can be designed to fulfill psychological needs, thereby fostering greater engagement and acceptance of AI in language education.

Exploring Egalitarianism: A Conceptual and Methodological Review of Egalitarianism and Impacts on Positive Intergroup Relations.

Considerable research on intergroup relations emphasizes attitudes, motivations, and emotions that lead to the reduction of prejudice. While factors that actively promote positive intergroup interactions have been emerging, a central theoretical framework has not been formally proposed. To address this gap, we engaged a positive psychology lens to explore how researchers have defined key indicators and consider the positive counterparts of traditional prejudice-reduction models to begin building a new framework of egalitarianism. After scanning 16,840 records that emerged in PsycInfo using keywords "egalitarian", "non-prejudice", and "intergroup", we assessed 158 articles for eligibility. Among the relevant articles (N = 54), we analyzed authors' definitions, methods of measurement, types of processes, and outcomes associated with egalitarian values as they related to intergroup behavior. Overall, there was notable variability in how researchers conceptualized and studied egalitarianism. We discuss the five broad categories of egalitarianism (prejudice reduction, universal orientation, concern for others, positive expression, and low social dominance orientation) and how they relate to positive or negative and approach or avoidant outcomes. Through these findings, we urge scholars to utilize a centralized model for studying egalitarianism in intergroup contexts moving forward.

Well-Being Outcomes of Health Care Workers After a 5-Hour Continuing Education Intervention

Compromised well-being in health care workers (HCWs) is detrimental to the workforce, organizations, and patients. To test the effectiveness of Well-Being Essentials for Learning Life-Balance (WELL-B), a web-based continuing education program to deliver brief, evidence-based, reflective, psychological interventions to improve 4 dimensions of HCW well-being (ie, emotional exhaustion, emotional thriving, emotional recovery, and work-life integration). A randomized clinical trial (RCT) of US inpatient and outpatient HCWs randomized 1:1 was conducted from January 3 through May 31, 2023, using a web-based intervention. Cohort 1 received 5 hours of WELL-B over 8 days; cohort 2 acted as the control group and received WELL-B after the end of the RCT. Eligibility criteria were US HCWs aged 18 years or older, including clinical (physician, nurse, and respiratory therapist) and nonclinical (administrative, information technology, and finance) roles. Continuing education sessions exposed participants to positive psychology interventions (gratitude letter, work-life integration, self-compassion and cultivating awe). The primary outcome was emotional exhaustion on day 8; secondary outcomes included emotional thriving, emotional recovery, and work-life integration. All outcomes were measured using psychometrically valid scales previously reported in well-being RCTs and were assessed on days 1 and 8 (primary end point). Differences in outcome measures between the WELL-B intervention group and controls were assessed using t tests. Baseline-adjusted multiple linear regression models were evaluated to examine the association between the WELL-B intervention and the outcome measures after adjusting for additional covariates (sex, race and ethnicity, age, HCW role, and discipline). Intention-to-treat analysis was performed. The cohorts were similar at baseline, mostly female (528 [89%]) and nurses (177 [30%]). A total of 643 respondents participated in the study. In cohort 1, 331 participants initiated WELL-B, and 262 (71%) completed the day 8 follow-up; in cohort 2, 312 participants initiated WELL-B and 291 (77%) completed the day 8 follow-up. Compared with the control cohort, WELL-B significantly improved emotional exhaustion (estimate: -9.0; 95% CI, -13.1 to -4.9; P < .001), emotional thriving (estimate: 6.6; 95% CI, 3.2-10.0; P < .001), emotional recovery (estimate: 5.5; 95% CI, 2.0-9.0; P = .002), and work-life integration (estimate: -5.0; 95% CI, -8.2 to -1.9; P = .002). After adjusting for baseline outcome measures, sex, race and ethnicity, age, HCW role, and discipline, the linear regression model showed WELL-B improved day 8 emotional exhaustion (estimate: -9.6; 95% CI, -12.5 to -6.6; P < .001) compared with the control group. Favorable impressions of WELL-B were reported by more than 90% of the participants. In this RCT, brief well-being activities delivered during continuing education sessions improved short-term HCW emotional exhaustion, emotional thriving, emotional recovery, and work-life integration, with and without adjusting for covariates. Health care worker impressions of WELL-B were positive. These findings suggest that WELL-B is a beneficial intervention. ClinicalTrials.gov Identifier: NCT05636072.

Psychology of religion and spirituality in Jewish contexts: A synthetic review

Jewish spirituality and religion include dynamics that are different from other traditions and have important implications for relational forms of spirituality. Certain approaches to relational Judaism (e.g. Mussar) have offered insights for understanding the folk psychology of relational spirituality in Jewish contexts but have not generated empirical research. Existing research in the psychology of Jewish religion and spirituality draws on several theoretical frameworks and has generated helpful findings. In this synthetic review, we foreground the role of theory in psychological research and offer a brief review of several theoretical frameworks used in research on the psychology of Jewish religion and spirituality (cognitive-behavioral, psychodynamic, cultural psychology of religion, and positive psychology). The relational spirituality model (RSM) is summarized as a conceptual framework that could be useful for future research in this area. We use the RSM as a heuristic organizing framework to review several lines of prior empirical research on the psychology of Jewish religion and spirituality that fit within the RSM domains of spiritual dwelling, seeking, and struggles. The final section outlines future directions in research in this area based on the RSM, with particular attention to dimensions of diversity (e.g. gender, sexual orientation), diverse contexts of Jewish spirituality, Jewish spirituality in relation to both mental health suffering and flourishing, and historical trauma. We also highlight the need for research on Jewish spiritual development in communal settings (e.g. congregations, seminaries) to provide a deeper understanding at both individual and communal levels, and interdisciplinary integration with Jewish theology.

Impact of web-based positive psychological intervention on emotions, psychological capital, and quality of life in gastric cancer patients on chemotherapy.

Gastric cancer is a malignant digestive tract tumor that originates from the epithelium of the gastric mucosa and occurs in the gastric antrum, particularly in the lower curvature of the stomach. To evaluate the impact of a positive web-based psychological intervention on emotions, psychological capital, and quality of survival in gastric cancer patients on chemotherapy. From January 2020 to October 2023, 121 cases of gastric cancer patients on chemotherapy admitted to our hospital were collected and divided into a control group (n = 60) and an observation group (n = 61) according to the admission order. They were given either conventional nursing care alone and conventional nursing care combined with web-based positive psychological interventions, respectively. The two groups were compared in terms of negative emotions, psychological capital, degree of cancer-caused fatigue, and quality of survival. After intervention, the number of patients in the observation group who had negative feelings toward chemotherapy treatment was significantly lower than that of the control group (P < 0.05); the Positive Psychological Capital Questionnaire score was considerably higher than that of the control group (P < 0.05); the degree of cancer-caused fatigue was significantly lower than that of the control group (P < 0.05); and the Quality of Life Scale for Cancer Patients (QLQ-30) score was significantly higher than that of the control group (P < 0.05). Implementing a web-based positive psychological intervention for gastric cancer chemotherapy patients can effectively improve negative emotions, enhance psychological capital, and improve the quality of survival.

Local brain abnormalities in emotional disorders: Evidence from resting state fMRI studies.

Emotional disorders inflict an enormous burden on society. Research on brain abnormalities implicated in emotional disorders has witnessed great progress over the past decades. Using cross-sectional and longitudinal designs, resting state functional magnetic resonance imaging (rs-fMRI) and its analytic approaches have been applied to characterize the local properties of patients with emotional disorders. Additionally, brain activity alterations of emotional disorders have shown frequency-specific. Despite the gains in understanding the roles of brain abnormalities in emotional disorders, the limitation of the small sample size needs to be highlighted. Lastly, we proposed that evidence from the positive psychology research stream presents it as a viable discipline, whose suggestions could be developed in future emotional disorders research. Such interdisciplinary research may produce novel treatments and intervention options. This article is categorized under: Psychology > Brain Function and Dysfunction.

Psychological Interventions and Those With Elements of Positive Psychology for Child and Youth Mental Health During the COVID-19 Pandemic: Literature Review, Lessons Learned, and Areas for Future Knowledge Dissemination.

There was a marked decline in child and teenage mental health worldwide during the pandemic, with increasing prevalence of depression, anxiety, and suicide. Research indicates that positive psychological interventions may be beneficial for mental health. The aims of this review were to evaluate positive psychological interventions for child and youth mental health implemented during the COVID-19 pandemic and assess overall effectiveness for mental health and knowledge. We undertook a literature search of PubMed, MEDLINE, and Google Scholar for all eligible studies on digital and hybrid in-person psychological interventions for youth mental health during the COVID-19 pandemic. A particular emphasis was placed on positive psychological interventions or interventions that had components of positive psychology, including gratitude, acceptance, positive emotions, or resilience building. A total of 41 interventions were included in this review. Most of the interventions were digital. Overall, most of the interventions assisted with one or more mental health or psychological indicators, such as depression, anxiety, posttraumatic stress disorder, stress, and resilience. However, findings were mixed when it came to targeting both depression and anxiety together. The interventions that promoted youth mental health most often had a range of diverse positive psychology components and were evidence based. Not all studies measured changes in mindfulness. Few studies examined knowledge acquired on mental health self-care, managing mental health problems, knowledge of positive psychological techniques, mindfulness knowledge, or mental health self-efficacy. Diverse multicomponent interventions appear to assist with youth mental health overall, although their effects on both depression and anxiety are less clear. There is also a need for more research on knowledge gains to determine whether the interventions improved knowledge on mental health-supportive behaviors, which may be sustained beyond the intervention. Finally, more studies need to evaluate whether the interventions assisted with increasing self-efficacy for practicing positive psychological techniques as well as changes in mindfulness levels. Future studies should not only assess effectiveness for mental health outcomes but also assess knowledge translation, with valid measures of knowledge and self-efficacy for mental health-supportive behaviors and positive psychological skills acquired (eg, the ability to practice mindfulness).

Antecedents of Foreign Language Enjoyment (FLE) in the French Classroom

Antecedents of foreign language enjoyment (FLE) are important for practitioners and researchers to understand as FLE has been linked to important concepts like motivation and language achievement. The literature on antecedents is, however, rather scarce and overly dependent on top-down qualitative coding to fully understand this phenomenon. This report seeks to add to the knowledge of sources of FLE by investigating the antecedents of FLE in U.S. learners of French. The present study uses data collected from an open-ended survey and analyzed via an interpretive approach. The survey was sent out to students enrolled in undergraduate French courses at a large Southeastern university and a total of 50 participants responded to the questionnaire out of 183 directly solicited, for a response rate of 27%. The results revealed that content, teacher personality, and a sense of community were sources of FLE, with the sense of community taking the lion’s share of responses. This report argues that this sense of community, which was previously unattested in the literature, can be explained adequately within the second language and positive psychology (L2EPP) theory of emotions. Theoretical implications and future directions are discussed.

Which Communication Style Explains Happiness in Social Relationships among Young People?

This study examines which communication styles enhance happiness in social relationships among 454 students aged 18-24 from eight universities in Turkey. Data were collected through online and face-to-face surveys. Communication behaviors were categorized as expressiveness, emotionality, and manipulativeness using the Communication Styles Inventory (CSI). The Social Well-Being Scale, based on the PERMA model of positive psychology, was used to measure the quality of social relationships and life satisfaction. Correlation and regression analyses indicated that an expressive communication style is positively associated with higher social well-being, while emotional and manipulative communication styles do not significantly affect social well-being. The results highlight that promoting expressive communication behaviors can increase happiness and satisfaction in social interactions among young individuals.

The PERMA model of well‐being and student engagement amid Covid‐19: A two‐wave study among a sample of Filipino university students

AbstractPrevious research has underscored the negative effects on students of the abrupt shift to online delivery of education due to the COVID‐19 pandemic. Positive education applies the principles of positive psychology to education, which highlights the importance of students' well‐being and fosters holistic development. This study investigated whether students' well‐being at the start of the semester can predict their academic engagement mid‐way through the semester. We collected data on students' well‐being and academic engagement in two waves; first, at the beginning of the semester (Time 1) and then 3 months in the semester (Time 2). We tested the students' general well‐being and the positive emotion, engagement, relationships, meaning, accomplishment (PERMA) elements at Time 1 with their academic engagement in terms of behavioral, emotional, and cognitive facets at Time 2. Our results show that general well‐being at Time positively predicts their total academic engagement and all engagement facets. However, among the PERMA elements, the Meaning element is not correlated with students' engagement or any of its facets. We also tested whether there was a significant change in student well‐being and engagement from the start of the semester and midway through. We found that there is a significant small increase in well‐being and engagement. Our findings suggest the importance of well‐being as a potentially positive resource for students where students with better well‐being tend to be more academically engaged. Educational institutions may consider fostering student well‐being in their goals to improve the academic success of students.

Predicting Acute Stress with Life Satisfaction and Psychological Resilience Scales during COVID-19 Pandemic in Greece

Background theories in positive psychology and mental health support that ‘Psychological Resilience’ (PR) and ‘Satisfaction with Life’ (SwL) are protective factors of psychological distress. On the other hand, ‘Acute Stress Disorder’ (ASD) is a condition related to the adaptation of sympathetic adaptation after a stressful stimulus in a period of less than a month. Regarding the stressful evident of COVID-19, little evidence is provided on the question of whether PR and SwL can predict ASD. To investigate, the present study received answers to three self-reported scales regarding ASD (Acute-Stress Disorder Scales [ASDS]; M= 38.67, SD= 15.51), PR (Nicholson-McBride Resilience Questionnaire [NMRQ]; M= 41.83, SD= 7.63) and SwL (Satisfaction-with-Life Scale [SWLS]; M= 23.3, SD= 6.31) from a sample of 1,158 Greeks from the general population during the spread of COVID-19 in the country. The results show that ASD is significantly negatively correlated to both PR [r= -.420, p&lt; .001] and SwL [r= -.311, p&lt; .001], while the predictive model (NMRQ and SWLS) predicted significantly ASDS [F(2, 1157) = 1155.06, p&lt; .001, Adjusted R2 = .21]. The results of the study are overall confirmatory to previous studies although relevant literature may be limit as emphasis has been put on PTSD. Future studies may test the same research question in non-COVID conditions to the Greek or other populations. Keywords: Acute Stress Disorder; Psychological Resilience; Satisfaction with Life; COVID-19; Greece

Cultural adaptation and evaluation of a school-based positive psychology intervention among Chinese middle school students: A mixed methods program design study.

With the recognition of positive psychology within China, there is a pressing need for evidence-based positive psychology interventions (PPIs) tailored to the cultural context of Chinese schools. The goals of the present study were to (a) culturally adapt the Well-Being Promotion Program using the ecological validity model and (b) conduct a preliminary evaluation of its effectiveness. Within a randomized controlled trial, we collected data from 107 eighth-grade students randomly assigned to the intervention (n = 55) or control group (n = 52). A mixed methods approach was used, with analysis of covariance to assess program effectiveness, and content analyses of students' short-answer responses collected from the intervention group. Qualitatively, more than half of students reported having positive feelings and an increase in happiness due to the program. Quantitatively, the study found that the intervention was associated with a significant increase in adaptability, a subcategory of psychological suzhi, following the intervention. Gender breakdown revealed that the intervention had a significant positive effect on boys' cognitive quality, but not girls'. Additionally, it marginally impacted girls' self-management and boys' adaptability quality. However, caution is warranted in interpreting the quantitative results due to limitations, such as a small sample size and a relatively low response rate at Time 2. This pilot study contributes to the literature by bridging the gap between evidence-based PPIs developed in Western contexts and their culturally responsive implementation in Chinese schools. Consequently, the results should be considered as initial evidence warranting further examination of effectiveness, yet with significant potential to advance future cultural adaptations of PPIs. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

The effects of positive psychology and physical activity on depression, anxiety, and stress among students with premenstrual syndrome: a single-blind, randomized controlled trial

BackgroundPremenstrual syndrome affects many women in their reproductive years and often disrupts their social connections and work. This study aimed to compare the effects of positive psychology and physical activity on depression, anxiety, and stress among students with premenstrual syndrome.MethodsIn this four-group parallel clinical trial with blinded data analysis, 120 eligible students who experienced premenstrual syndrome were recruited based on inclusion/exclusion criteria and randomly allocated to four groups (n = 30) including three experiment groups as positive psychology, physical activity, and positive psychology, physical activity, and control group, using a simple randomization method. All four groups completed premenstrual syndrome screening and the DASS-21 questionnaire before the intervention. Then, the positive psychology intervention group received eight sessions of 70–90 min weekly intervention, the second group received eight weeks of aerobic physical activity intervention, and the third group received positive psychology and physical activity intervention for eight weeks. The control group did not receive any interventions. The DASS-21 was completed immediately after the intervention and two months later by all four groups. In this study, the participants and investigators were not blinded; however, the analysts were. The recruitment process took place from September 2018 to March 2019. One hundred twenty participants fulfilled the study. The Data were collected and analyzed using SPSS (v18).ResultsBefore and immediately after the intervention, there was no statistically significant difference in depression, anxiety, and stress mean scores among the positive psychology, physical activity, positive psychology, and physical activity and control groups (p ≥ 0.05). However, two months after the intervention, a significant difference was observed between the four groups so there was a difference between the scores of the three intervention groups and the control group (p < 0.05). There was no significant difference between positive psychology, and physical activity groups. No significant adverse events or side effects were observed.ConclusionOur findings supported the use of aerobic physical activity and educational interventions based on positive psychology as non-pharmacologic interventions to reduce anxiety, depression, and stress. This research should be replicated in different settings.Trial registration clinical trialsIranian Registry of Clinical Trials; https://irct.behdasht.gov.ir/trial/32363 (IRCT20130812014333N97), registered (11/08/2018).

Exploring EFL teachers’ emotional experiences and adaptive expertise in the context of AI advancements: A positive psychology perspective

The rapid advancements in Artificial Intelligence (AI) are reshaping language education, raising concerns about the professional future of English as a Foreign Language (EFL) teachers. While existing literature often highlights the effectiveness of AI tools, it tends to overlook their impact on teachers' relevant expertise development and emotional experiences. This longitudinal study addresses this gap by exploring EFL teachers' emotional landscapes and adaptive expertise development through the lens of positive psychology. Employing thematic analysis, the study draws on data from three rounds of semi-structured interviews with ten EFL teachers, complemented by students' post-class reflections and classroom observations. The findings highlight the pivotal role of positive emotions in EFL teachers' professional development, revealing a dynamic, non-linear interaction between positive and negative emotions as teachers navigate AI-integrated language education. This emotional interplay is significantly influenced by teachers' social connections and professional backgrounds. The study underscores the need for institutional support systems that promote positive emotions and enhance teachers' digital literacy. By deepening our understanding of EFL teachers’ emotional experiences and professional growth within the AI-integrated educational context, this study offers valuable insights for designing targeted interventions and curriculum reforms that foster effective collaboration between human and AI intelligence in global education.

Explaining the penetrating role of technology in online foreign language learning achievement

AbstractThis study aims to integrate the technology acceptance model, classroom environment theory, and positive psychology theory to explore the relationships among learners' technology acceptance (TA), perceived online classroom environment (POCE), emotional states (enjoyment, anxiety, boredom, and burnout), and academic achievement in online classes. Six hundred and sixty‐two university students learning Chinese as a foreign language participated in the survey and completed the reading test. The results of partial least square‐structural equation modeling reveal that TA influences reading achievement directly and indirectly through anxiety (with the reversed mediating effect) and enjoyment, and the online classroom environment mediated the relationship between TA and learning emotions (except anxiety). These findings suggest that technology factors may shape the affordance of online classrooms and penetrate environmental and emotional variables to impact FL learning outcomes. Multigroup analysis with different self‐online learning time underscores that enjoyment and anxiety differ in two different effect paths (POCE‐enjoyment) and (TA‐anxiety), implying enjoyment may be more environment‐related while anxiety may be more technology‐related in the online foreign language classroom. This study provides both theoretical and pedagogical implications.

Effects of positive psychology intervention based on the PERMA model on psychological status and quality of life in patients with Parkinson's disease

ObjectiveTo explore the effect of a positive psychology intervention based on the PERMA model on depressive mood and the quality of life of patients with Parkinson's disease (PD). MethodsA total of 60 patients with PD with depression hospitalised between February 2022 and February 2023 were selected using a convenience sampling method. They were divided into a study group (30 cases) and control group (30 cases) using the random number table method. The control group was given routine nursing, whereas the observation group was treated using the PERMA model of positive psychological intervention. The Unified Parkinson's Disease Rating Scale (UPDRS), Parkinson's Disease Quality-of-Life Questionnaire (PDQ-39), Hamilton Depression Scale (HAMD), Hamilton Anxiety Scale (HAMA), Positive and Negative Affect Schedule (PANAS), and Connor–Davidson Resilience Scale (CD-RISC) scores were collected and compared before and after the intervention, and patient care satisfaction after the intervention was also recorded and compared. ResultsStatistically significant differences were identified in the UPDRS (t = 4.221, p < 0.001), PDQ-39 (t = 5.331, p < 0.001), HAMD (t = 4.298, p < 0.001), HAMA (t = 3.412, p < 0.001), CD-RISC (t = 3.426, p < 0.001), and PANAS (t = 3.432, t = 4.523, p < 0.001) scores. The UPDRS, PDQ-39, HAMD, HAMA, and negative emotion scores in the study group were lower than those in the control group, whereas the CD-RISC and positive emotion scores in the study group were higher than those in the control group. A significant difference in nursing satisfaction was also determined between the two groups (Z = −2.700, p = 0.012), and this result was higher in the study group (93.33 %) than in the control group (73.33 %). ConclusionA positive psychology intervention using the PERMA model can effectively counter the negative psychological states of depression, anxiety, and negative emotion in patients with PD, thereby significantly improving their quality of life, psychological resilience levels, and patient satisfaction.

The relationship between psychological capital and self-directed learning ability among undergraduate nursing students-a cross-sectional study.

Psychological capital has become a prominent focus in positive psychology, highlighting the positive influence of higher psychological capital on individuals. Self-directed learning ability is a fundamental skill for students, vital for enhancing academic performance and professional development, and is integral to the continuous learning process of nursing students. Recognizing the relationship between psychological capital and self-directed learning ability is crucial for the progress and development of undergraduate nursing students. This study aims to investigate the correlation between psychological capital and self-directed learning ability in undergraduate nursing students, as well as to explore the factors that influence these variables. A cross-sectional survey was conducted with 667 full-time undergraduate nursing students from a nursing school in Taizhou, China. Psychological capital and self-directed learning ability were assessed using the Psychological Capital Questionnaire and Self-Directed Learning Scale, respectively. Correlation and stepwise multiple regression analyses were then carried out to evaluate the relationship between psychological capital and self-directed learning ability among the participants. The study revealed that the psychological capital score averaged at 103.24 ± 15.51, while the self-directed learning scale score averaged at 230.67 ± 27.66. Variations in psychological capital scores were noted based on factors including grade level, being an only child, growth environment, monthly living expenses, parental education level, voluntary selection of nursing major, and club experience. Similarly, differences in self-directed learning scores were associated with factors such as grade level, gender, parental education level, and voluntary selection of nursing major. Moreover, a positive correlation was identified between the overall psychological capital scores and the total self-directed learning ability scores among nursing students. Notably, the multiple regression analysis highlighted that optimism and resilience played significant roles as predictors of self-directed learning ability. Psychological capital is positively correlated with the self-directed learning ability of nursing students, with optimism and resilience identified as crucial predictors. Nursing educators can utilize strategies rooted in positive psychology and perseverance to improve the self-directed learning ability of nursing students.

Promoting University Students’ Well-being and Resilience by Means of a Game-Approach Basic Psychological Need Intervention: a Case Study

Compromised university students’ well-being remains a pressing issue that may be addressed with interventions. This case study evaluates a positive psychology intervention aimed to raise awareness regarding how students’ basic psychological needs can promote their well-being (a), provide a shared responsibility for students and teachers to co-create their course (b), and satisfy their needs throughout this process (c). We hypothesised that students in an intervention condition would demonstrate greater need satisfaction than a control condition over time and that greater need satisfaction relates to improved well-being and resilience. In addition, we aimed to understand how the participants perceived the intervention. We compared an intervention course (n = 56) with a control course (n = 25). We tested the intervention with a mixed-method pre-post design and used quantitative survey as well as qualitative observational and interview data. We found mixed findings regarding the intervention’s impact on students, with qualitative data providing a more nuanced picture. Although their needs remain unaffected by the intervention, they qualitatively reported that it satisfied their autonomy, competence, and relatedness. Of the three needs, only competence related to students’ well-being and resilience, but qualitatively, they stressed autonomy and relatedness as essential as well. When asked how they experienced the intervention, participants noted issues, such as social hesitance when playing with strangers, though they also reported various benefits regarding the content and social aspects. Therefore, we see potential in such game-based systemic interventions to create a healthy academic learning environment.

Using a Positive Psychology Lens to Understand How Veterinary Medicine Learning Contexts Promote Student Thriving and Inhibit Frustration

To develop a veterinary workforce equipped for long-term professional success, educational institutions must prioritize their students’ well-being. Most approaches focus on building assets within the individual, like stress management, to limit negative outcomes, like burnout. Our research proposes a positive psychology-based model of student thriving that instead emphasizes the pervasive role of the social climate within a context. Basic Psychological Needs Theory (BPNT) posits that social relationships at the institutional, faculty and staff, and peer levels will promote student thriving and limit frustration through the satisfaction or frustration of the three psychological needs of competence, autonomy, and relatedness. Veterinary medical students across the United States ( N = 202) completed a survey, and we used structural equation modeling to test how their institution's social climate predicted positive student outcomes (i.e., hope and life satisfaction) and a negative outcome (i.e., burnout) mediated by psychological need satisfaction and frustration. Students’ perceptions of positive aspects of their institution's social climate ubiquitously predicted each variable in the model. Overall, the model positively predicted psychological need satisfaction ( R2 = .44), hope ( R2 = .67) and life satisfaction ( R2 = .51), and negatively predicted psychological need frustration ( R2 = .34) and burnout ( R2 = .87). Findings emphasize the role veterinary medicine peers, faculty, and staff play in creating learning environments that support student thriving while limiting their frustration. By leveraging the interpersonal qualities posited by BPNT's parent theory, self-determination theory, veterinary medical colleges can build a culture of student support that benefits all within their system.