Background
Positive psychology interventions (PPIs) that improve adolescents’ wellbeing are important in preventing mental disorders. Previous PPIs have usually evaluated with retrospective questionnaires. However, in order to increase the ecological validity of the evaluation, wellbeing and affect should also be assessed using intensive repeated measurements.
Hypotheses/Research Questions
The main aim of the present study was to examine the efficacy of the Flourishing Students positive education program on adolescents’ positive affect (PA) and negative affect (NA). We hypothesized to observe an increase in PA, and a decrease in NA and loneliness as a result of the intervention.
Sample Characteristics and Sample Size
140 Finnish middle school students (aged 10-12) attended the study: 72 students participated in 32 wellbeing lessons, and 68 students followed their standard curriculum.
Design
We utilized a cluster randomized control trial design. Data collection consisted of web-based questionnaires and momentary assessments (experience sampling method, ESM, 8 beeps/day for six consecutive days) at baseline, post-intervention and at a 5-month follow-up (only questionnaire). Assessments were complemented with focus group interviews for students and questionnaire for class teachers.
Results
Questionnaire data showed that students participating in the intervention showed increases in PA from baseline to post-intervention and were able to experience higher ratio of PA than NA. Findings from the ESM data indicated that the intervention had a buffering effect on students’ daily negative emotions. The beneficial impact was also seen regarding calmness. For feeling lonely, we could see a decrease from baseline to post-intervention among intervention group students, also improvements in coping with being alone. Qualitative data supported the view that the students benefited from the wellbeing lessons.
Scientific Contribution
These findings demonstrate beneficial effects of the Flourishing Students program on adolescents’ psychological wellbeing and highlight the importance of measuring emotions and contextual features in participants’ daily lives.