Analysis of character shaping and mood intervention under higher education

Abstract

Background College education plays an important role in moral development and values, but some students may face mood disorders. Interventions in educational psychology can help students overcome obstacles and achieve well-rounded development. Subjects and Methods Students at one university were selected for the study, and data were collected using questionnaires and tools such as the Stanford Acute Stress Response Questionnaire (SASRQ) and 3-Minute Disorder Assessment Scale (3D-CAM). The experiment focused on students’ moral judgment, behavior, sense of burnout, sense of self-responsibility and emotional state. The data were processed by State statistical software. Results The results show that there are some differences in moral judgment and behavior of the students. Some students show burnout, lack of self-responsibility and emotional instability. Specific data are as follows: The mean score of moral judgment was 3.82 (SD =0.56), the mean score of behavioral performance was 4.05 (SD =0.61), the mean score of burnout was 2.94 (SD =0.72), the mean score of self-responsibility was 3.17 (SD =0.68), and the mean score of emotional state was 2.75 (SD =0.59). Conclusions The application of educational psychology in college education can take intervention measures. Developing educational programs and activities aims at character development to enhance moral judgment and behavior. For students with mood disorders, psychological counseling and support are provided to help overcome burnout, enhance the sense of self-responsibility, and adjust emotions. The Stanford Acute Stress Response Questionnaire (SASRQ) and 3-Minute Disorder Assessment Scale (3D-CAM) can assess mood disorders and psychological states and provide a basis for intervention.