作者
Paul H Desan, Mark K Setton, Allison A Holzer, Kevin C Young, Yan Sun, Fei He, Baosong Li, Andrea J Weinstein, Xiaoling Yu
发表日期
2021/12
期刊
British Journal of Educational Psychology
卷号
91
期号
4
页码范围
1333-1348
简介
Background
Multiple interventions have been tested to promote well‐being in high school students, often focusing on depression prevention.
Aims
To test the impact of a one‐semester active learning curriculum covering the modern science and philosophy of well‐being and happiness on attitudinal measures related to the curriculum and standard measures of depression and well‐being.
Sample
Subjects were first‐year students in an urban high school in Beijing, China (equivalent to US tenth grade).
Methods
Nine classrooms were randomly assigned to the intervention curriculum (n = 252), and nine classrooms were randomly assigned to a traditional psychology curriculum (n = 263). Students completed questionnaires pre‐ and post‐semester including a Positive Attitude Scale (PAS, concerning Relatedness, Competence, Autonomy, Gratitude, Calmness, Mindfulness, and Hope), Positive and Negative …
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PH Desan, MK Setton, AA Holzer, KC Young, Y Sun… - British Journal of Educational Psychology, 2021