幸福工程 "科目对印度高中生的影响

Ashraf Alam, Atasi Mohanty
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引用次数: 0

摘要

本研究旨在调查幸福工程学科教学对各种积极心理结果的影响,包括对印度恰尔肯德邦博卡洛地区两所高中 11 年级和 12 年级学生的主观幸福感、亲社会行为和生活满意度的影响。研究涉及来自七个班级的 216 名参与者,他们被随机分配到两种条件之一:HE(幸福工程)和对照组。参与者的选择是,将 "幸福工程学 "作为必修课的学生属于 "幸福工程学 "组,而没有选修 "幸福工程学 "的学生属于 "对照组"。研究人员调查了学生整体幸福感的发展和表现,包括主观幸福感、感恩、亲社会行为和生活满意度。然后,将这种干预(教授 "幸福工程 "科目)的效果与对照条件(参与者不参与 "幸福工程 "课程)进行了比较。研究结果显示了几个重要发现。首先,参加幸福工程干预组的参与者报告了更高水平的乐观和生活满意度,以及更低水平的消极情绪。这表明,有意识地关注和欣赏生活中积极的方面,可以提高幸福感,减少负面情绪。一个异常深刻的启示是,高校班级与对学习环境的满足感之间存在着密切的相关性。值得注意的是,无论是在干预措施实施后,还是在四周期末的后续评估中,与对照组相比,接受快乐教育干预措施的学生对教育环境的满意度都有所提高。这项研究揭示了 "幸福工程 "是一门有效的学校科目,它有可能深刻影响青少年对学校环境的感知和参与,最终促进他们获得更积极、更丰富的教育体验。
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Effect of the subject - ‘Happiness Engineering’ on Indian senior secondary school students
The objective of this research is to investigate the implications of teaching Happiness Engineering subject on various positive psychological outcomes, including subjective well-being, prosocial behavior, and life satisfaction among students enrolled in the 11th and 12th grades, hailing from two senior secondary schools situated in the Bokaro district of Jharkhand, India. The research involved 216 participants from seven classes, who were randomly assigned to one of two conditions: HE (Happiness Engineering) and Control. Participants were selected such that students who took Happiness Engineering as a compulsory subject were part of the HE groups, and those who did not, were part of the Control group. The researchers investigated the development and expression of overall well-being in students, including subjective well-being, gratitude, prosocial behavior, and life satisfaction. The effect of this intervention (teaching of Happiness Engineering subject) was then compared to the control condition (where participants did not engage in Happiness Engineering classes). The results of the study revealed several significant findings. First, participants who were part of the HE intervention group reported higher levels of optimism and life satisfaction and lower levels of negative affect. This suggests that the act of consciously focusing on and appreciating positive aspects of one’s life can lead to increased well-being and decreased negative emotions. An exceptionally profound revelation came to light concerning the robust correlation between HE classes and contentment regarding the scholastic milieu. It is noteworthy that, both directly after the implementation of the intervention and during the subsequent assessment at the end of a four-week period, the cohort exposed to the HE intervention exhibited elevated levels of satisfaction in their educational environment in contrast to the control condition. The study unveiled that Happiness Engineering is an effective school subject that has the potential to profoundly influence young adults in perceiving and engaging with their school environment, ultimately fostering a more positive and enriching educational experience.
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