Enhancing Student Well-Being Through an Online Positive Psychology Intervention
Type of research: Quantitative empirical
Description:
Student well-being and mental health considerably impact academic performance (Andrews & Chong, 2011). Higher levels of valued living are associated with lower depression and anxiety (Tunç et al., 2023). Moreover, evidence indicates a strong relationship between valued living and resilience. Furthermore, positive psychology interventions can effectively enhance subjective and psychological well-being and help reduce depressive symptoms (Boiler et al., 2013).
In this study, we will continue implementing and evaluating a positive online psychology intervention delivered via the Twente Intervention and Interaction Machine (TIIM) aimed at students at the University of Twente. Several measurements will be obtained before, during, and after the intervention. Furthermore, this project is a collaboration between the University of Twente and the University of Valencia (Spain).
Who are we looking for?
Students interested in working on online interventions should focus on TIIM, as this tool will deliver the intervention. This is a project continuation, and the intervention has already been adapted in TIIM.
References
Andrews, A., & Chong, J. L. (2011). Exploring the wellbeing of students studying at an Australian university. JANZSSA: Journal of the Australian and New Zealand Student Services Association, (37), 9-38.
Bolier, L., Haverman, M., Westerhof, G. J., Riper, H., Smit, F., & Bohlmeijer, E. (2013). Positive psychology interventions: a meta-analysis of randomized controlled studies. BMC Public Health, 13(1). https://doi.org/10.1186/1471-2458-13-119
Tunç, H., Morris, P. G., Kyranides, M. N., McArdle, A., McConachie, D., & Williams, J. (2023). The relationships between valued living and depression and anxiety: A systematic review, meta-analysis, and meta-regression. Journal of Contextual Behavioral Science, 28, 102-126.