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Teaching well-being at scale: An intervention study.

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Online courses teaching well-being strategies significantly improve mental health. The Science of Well-Being course demonstrated greater improvements in subjective well-being compared to a control psychology course.

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Area of Science:

  • Psychology
  • Public Health
  • Online Education

Background:

  • Evidence-based interventions can enhance population well-being.
  • Massive open online courses (MOOCs) offer scalable public health tools.
  • Mental health improvement is a key public health goal.

Purpose of the Study:

  • To compare the effectiveness of "The Science of Well-Being" MOOC versus a control MOOC in enhancing student well-being.
  • To assess the impact of online courses on subjective well-being.
  • To evaluate the scalability of well-being interventions through online platforms.

Main Methods:

  • Six cohorts of adult students (total N = 4,627) were enrolled in either "The Science of Well-Being" or an "Introduction to Psychology" MOOC.
  • Subjective well-being was measured before and after course completion.
  • Statistical analyses compared well-being changes between the two courses across three independent samples.

Main Results:

  • Students in both courses showed increased well-being from baseline to follow-up.
  • "The Science of Well-Being" course group exhibited significantly higher subjective well-being at follow-up compared to the control group (d = .37–.43, p < .001).
  • Baseline well-being levels were equivalent across all samples, ensuring comparability.

Conclusions:

  • Online psychology courses can increase participants' well-being.
  • "The Science of Well-Being" MOOC leads to greater well-being improvements than a standard psychology course.
  • Large-scale, free online courses are a viable strategy for improving population mental health.