{"title":"新冠肺炎期间，通过混合学习方法对巴基斯坦大学生培养积极性的生活艺术干预影响：增长曲线分析。","authors":"Zane Asher Green, Sophie Rizwan","doi":"10.1007/s10902-023-00664-0","DOIUrl":null,"url":null,"abstract":"<p><p>Art-of-living allows individuals to live a contemplative, mindful, and active life to attain well-being. This study demonstrates the development and implementation of an art-of-living training intervention to nurture positivity among Pakistan's university students during COVID-19. To ensure the efficacy of teaching and learning during the second wave of the pandemic, the intervention was imparted through a blended learning approach comprising two modes: (1) online learning and (2) offline personal and collaborative learning. This approach was based on the emotionalized learning experiences (ELE) format to make learning more engaging, permanent, and gratifying. The study comprised 243 students randomly assigned to an experimental group (<i>n</i> = 122) and a wait-list control group (<i>n</i> = 121). Growth curve analysis indicated that positivity together with the components of art-of-living-self-efficacy, savoring, social contacts, physical care, and meaning-and overall art-of-living increased at a greater rate in the experimental group than in the control group from pretest to posttest and from posttest to follow-up measurement. The analysis provided an all-encompassing view of how positivity developed in the two groups over time. There were significant variations in participants' initial status (intercepts) and growth trajectories (slopes). The influence of participants' initial positivity scores suggested that students with high initial positivity scores had a slower increase in linear growth, whereas those with low initial positivity scores had a faster increase in linear growth over time. The success of the intervention may be attributed to the dimensions of ELE-embodied in the two modes-and fidelity to intervention for effectively implementing the blended learning approach.</p><p><strong>Supplementary information: </strong>The online version contains supplementary material available at 10.1007/s10902-023-00664-0.</p>","PeriodicalId":15837,"journal":{"name":"Journal of Happiness Studies","volume":" ","pages":"1-32"},"PeriodicalIF":3.1000,"publicationDate":"2023-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10248975/pdf/","citationCount":"0","resultStr":"{\"title\":\"Art-of-Living Intervention Imparted Through a Blended Learning Approach to Nurture Positivity Among Pakistan's University Students During COVID-19: A Growth Curve Analysis.\",\"authors\":\"Zane Asher Green, Sophie Rizwan\",\"doi\":\"10.1007/s10902-023-00664-0\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><p>Art-of-living allows individuals to live a contemplative, mindful, and active life to attain well-being. This study demonstrates the development and implementation of an art-of-living training intervention to nurture positivity among Pakistan's university students during COVID-19. To ensure the efficacy of teaching and learning during the second wave of the pandemic, the intervention was imparted through a blended learning approach comprising two modes: (1) online learning and (2) offline personal and collaborative learning. This approach was based on the emotionalized learning experiences (ELE) format to make learning more engaging, permanent, and gratifying. The study comprised 243 students randomly assigned to an experimental group (<i>n</i> = 122) and a wait-list control group (<i>n</i> = 121). Growth curve analysis indicated that positivity together with the components of art-of-living-self-efficacy, savoring, social contacts, physical care, and meaning-and overall art-of-living increased at a greater rate in the experimental group than in the control group from pretest to posttest and from posttest to follow-up measurement. The analysis provided an all-encompassing view of how positivity developed in the two groups over time. There were significant variations in participants' initial status (intercepts) and growth trajectories (slopes). The influence of participants' initial positivity scores suggested that students with high initial positivity scores had a slower increase in linear growth, whereas those with low initial positivity scores had a faster increase in linear growth over time. The success of the intervention may be attributed to the dimensions of ELE-embodied in the two modes-and fidelity to intervention for effectively implementing the blended learning approach.</p><p><strong>Supplementary information: </strong>The online version contains supplementary material available at 10.1007/s10902-023-00664-0.</p>\",\"PeriodicalId\":15837,\"journal\":{\"name\":\"Journal of Happiness Studies\",\"volume\":\" \",\"pages\":\"1-32\"},\"PeriodicalIF\":3.1000,\"publicationDate\":\"2023-06-08\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10248975/pdf/\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Happiness Studies\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://doi.org/10.1007/s10902-023-00664-0\",\"RegionNum\":2,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"PSYCHOLOGY, MULTIDISCIPLINARY\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Happiness Studies","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1007/s10902-023-00664-0","RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"PSYCHOLOGY, MULTIDISCIPLINARY","Score":null,"Total":0}
Art-of-Living Intervention Imparted Through a Blended Learning Approach to Nurture Positivity Among Pakistan's University Students During COVID-19: A Growth Curve Analysis.
Art-of-living allows individuals to live a contemplative, mindful, and active life to attain well-being. This study demonstrates the development and implementation of an art-of-living training intervention to nurture positivity among Pakistan's university students during COVID-19. To ensure the efficacy of teaching and learning during the second wave of the pandemic, the intervention was imparted through a blended learning approach comprising two modes: (1) online learning and (2) offline personal and collaborative learning. This approach was based on the emotionalized learning experiences (ELE) format to make learning more engaging, permanent, and gratifying. The study comprised 243 students randomly assigned to an experimental group (n = 122) and a wait-list control group (n = 121). Growth curve analysis indicated that positivity together with the components of art-of-living-self-efficacy, savoring, social contacts, physical care, and meaning-and overall art-of-living increased at a greater rate in the experimental group than in the control group from pretest to posttest and from posttest to follow-up measurement. The analysis provided an all-encompassing view of how positivity developed in the two groups over time. There were significant variations in participants' initial status (intercepts) and growth trajectories (slopes). The influence of participants' initial positivity scores suggested that students with high initial positivity scores had a slower increase in linear growth, whereas those with low initial positivity scores had a faster increase in linear growth over time. The success of the intervention may be attributed to the dimensions of ELE-embodied in the two modes-and fidelity to intervention for effectively implementing the blended learning approach.
Supplementary information: The online version contains supplementary material available at 10.1007/s10902-023-00664-0.
期刊介绍：
The international peer-reviewed Journal of Happiness Studies is devoted to theoretical and applied advancements in all areas of well-being research. It covers topics referring to both the hedonic and eudaimonic perspectives characterizing well-being studies. The former includes the investigation of cognitive dimensions such as satisfaction with life, and positive affect and emotions. The latter includes the study of constructs and processes related to optimal psychological functioning, such as meaning and purpose in life, character strengths, personal growth, resilience, optimism, hope, and self-determination. In addition to contributions on appraisal of life-as-a-whole, the journal accepts papers investigating these topics in relation to specific domains, such as family, education, physical and mental health, and work.
The journal welcomes high-quality theoretical and empirical submissions in the fields of economics, psychology and sociology, as well as contributions from researchers in the domains of education, medicine, philosophy and other related fields.
The Journal of Happiness Studies provides a forum for three main areas in happiness research: 1) theoretical conceptualizations of well-being, happiness and the good life; 2) empirical investigation of well-being and happiness in different populations, contexts and cultures; 3) methodological advancements and development of new assessment instruments.
The journal addresses the conceptualization, operationalization and measurement of happiness and well-being dimensions, as well as the individual, socio-economic and cultural factors that may interact with them as determinants or outcomes.
Central Questions include, but are not limited to:
Conceptualization:
What meanings are denoted by terms like happiness and well-being?
How do these fit in with broader conceptions of the good life?
Operationalization and Measurement:
Which methods can be used to assess how people feel about life?
How to operationalize a new construct or an understudied dimension in the well-being domain?
What are the best measures for investigating specific well-being related constructs and dimensions?
Prevalence and causality
Do individuals belonging to different populations and cultures vary in their well-being ratings?
How does individual well-being relate to social and economic phenomena (characteristics, circumstances, behavior, events, and policies)?
What are the personal, social and economic determinants and causes of individual well-being dimensions?
Evaluation:
What are the consequences of well-being for individual development and socio-economic progress?
Are individual happiness and well-being worthwhile goals for governments and policy makers?
Does well-being represent a useful parameter to orient planning in physical and mental healthcare, and in public health?
Interdisciplinary studies:
How has the study of happiness developed within and across disciplines?
Can we link philosophical thought and empirical research?
What are the biological correlates of well-being dimensions?
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