A Single-Session Positive Cognitive Intervention on First-Year Students' Mental Health: Short-Term Effectiveness and the Mediating Role of Strengths Knowledge

Autor/inn/en	Bu, He; Duan, Wenjie
Titel	A Single-Session Positive Cognitive Intervention on First-Year Students' Mental Health: Short-Term Effectiveness and the Mediating Role of Strengths Knowledge
Quelle	In: Journal of American College Health, 67 (2019) 6, S.515-522 (8 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Duan, Wenjie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0744-8481
DOI	10.1080/07448481.2018.1497639
Schlagwörter	College Freshmen; Intervention; Mental Health; Cognitive Restructuring; Mental Health Programs; Program Effectiveness; Behavior Modification + Suchen Sie Ihr Suchwort? Studienanfänger; Psychohygiene; Behaviour modification; Verhaltensänderung
Abstract	Objective: To better understand the effectiveness of a single-session positive cognitive intervention and uncover the possible mechanisms. Participants: Participants were 79 first-year students (aged 17-21) who volunteered for the intervention during the 2016 fall semester. Methods: Participants were randomly assigned into the intervention group and the control group. All participants completed pretest, post-test, 1 week, and 3-month follow-up tests. Thriving, negative emotional states, strengths knowledge were assessed. Results: Results showed significant increases of thriving in the intervention group at post-test and after 1 week, and significant decreases of negative emotions at the post-test and after 1 week and 3 months. Strengths knowledge fully mediated the intervention effect on thriving at post-test. Conclusions: The single-session positive cognitive intervention could be a responsive and effective approach to promote first-year students mental health. More attention should be paid to mechanisms of the single-session positive cognitive intervention so as to optimize the effects of the single-session positive cognitive intervention. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01