應用PERMA模式以促進大學生體現心盛之效果
Author(s):
Jing-Hua Chen (General Education Center, Army Academy R.O.C)
Abstract:
This study focuses on the mental health issues of college students. Based on M. E. P. Seligman’s proposed PERMA model, interventions were designed to explore the impact on students’ learning processes and the promotion of well-being. The research adopts a case study approach, with the positive psychology course as the unit of investigation. A total of 44 participants were included in the study, and they underwent 16-week online Knowledge Forum (KF) PERMA model interventions. Data for this study were collected from the KF and various scales. The qualitative research results suggest that the construction of KF scaffoldings based on the PERMA model has contributed to students’ improvement in the PERMA dimensions. Among these scaffoldings, the ‘positive emotion’ scaffolding, specifically the ‘gratitude’ activity, was the most frequently utilized. Notably, the level of engagement among students in the ‘good memories’ activity significantly differed from their involvement in other interventions. Through creating, reading, and responding to notes on the KF, students fostered positive interactions, collectively constructing happy memories. The quantitative data results indicate significant differences in the scores of students in the PERMA-Profiler of positive emotion, engagement, positive relationships, meaning, achievements, as well as in the scales of subjective well-being, life satisfaction, and depression between the pre-test and post-test through interventions based on the PERMA model. The effect sizes for all psychological scales were small to moderate. Consequently, this study proposes research recommendations for higher education and future investigations.
Keywords:
flourishing、positive psychology、knowledge forum、PERMA model
