"我绝对认为我可以勃发展":探索一年级大学生在以勃发展为重点的课堂中的经验
Zishan Jiwani1,2, Qiang Xie1,2, Sin U Lam1,2,3
1Department of Counseling Psychology, University of Wisconsin-Madison, Madison, WI, USA.
Counselling psychology quarterly
|February 6, 2026
概括
人类繁荣的艺术和科学课程对大学生的福祉产生了积极的影响. 学生报告了应用课程学习,社交联系和正念实践的好处.
科学领域:
- 心理学 心理学 心理学
- 高等教育 高等教育
- 公共卫生 公共卫生
背景情况:
- 大学学生的心理健康是一个重要的公共卫生问题.
- 需要创新的干预措施来应对这一危机.
- 人类繁荣的艺术和科学 (ASHF) 课程在改善学生福祉方面表现有前途.
研究的目的:
- 探索一年级大学生与ASHF课程的经验.
- 在课程中识别感知到的变化机制.
- 了解经验如何根据学生人口统计学情况而有所不同.
主要方法:
- 使用半结构面试进行的定性研究.
- 针对种族多样性样本的有目的抽样 (N=15).
- 主题分析以确定关键主题.
主要成果:
- 五个主题出现了:应用学习,社会联系,双重重点挑战,积极的冥想体验和洞察力生成.
- 大多数学生报告了积极和有影响力的经历.
- 根据种族身份和神经多样性,人们注意到主题的变化.
结论:
- 该ASHF课程提供了关于学生福祉和感知变化机制的宝贵见解.
- 调查结果可以为ASHF和类似的心理健康干预措施的实施和评估提供信息.
- 承认人口差异对于公平的干预设计至关重要.
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