Humanities and Social Sciences Area, Indian Institute of Management, Indore, India.
College of Health, Education, and Human Services, Wright State University, Dayton, OH, United States.
Front Public Health. 2024 Jan 31;12:1297610. doi: 10.3389/fpubh.2024.1297610. eCollection 2024.
Enhancing the well-being of urban school students is a growing challenge. The online mode of teaching during and post-pandemic era has increased students' daily screen time. As they spend more time indoors, they tend to disconnect from nature even more, adversely impacting their well-being. This study aimed to design and execute two well-being interventions-a positive psychology intervention (PPI) and a mindfulness-based intervention (MBI) in natural settings for urban school students in India.
One hundred eighty participants (aged 17-20) from a senior secondary school were randomly assigned to three groups: PPI, MBI, and a control group (CTR). Participants self-reported their levels of well-being, gratitude, inclusion of nature in self, sense of connectedness, resilience, awareness, perceived stress, and positive and negative emotions using a survey questionnaire at two times-pre- and post-interventions. Repeated-measures ANOVA was employed across time and groups, and analyses for group differences were carried out through the Bonferroni test.
Results indicate that both PPI and MBI interventions, when executed in natural settings, enhance student well-being, gratitude, inclusion of nature in self, sense of connectedness, resilience, awareness, positive emotions and decreased levels of perceived stress, and negative emotions.
The study provides valuable insights for school authorities, policymakers, and urban planners to include natural settings in school premises and offer well-being interventions for students to connect with nature consciously.
提高城市学生的幸福感是一个日益严峻的挑战。疫情期间及之后的在线教学模式增加了学生的日常屏幕使用时间。由于他们更多地待在室内，与自然的联系更加疏远，这对他们的幸福感产生了不利影响。本研究旨在为印度城市学校的学生设计并实施两种幸福感干预措施——积极心理学干预（PPI）和基于正念的干预（MBI），均在自然环境中进行。
从一所高中随机抽取 180 名（年龄在 17-20 岁之间）参与者，将他们分为三组：PPI 组、MBI 组和对照组（CTR）。参与者使用问卷调查表在干预前和干预后两次报告自己的幸福感、感恩、自我自然融入感、联系感、适应力、意识、感知压力以及积极和消极情绪的水平。采用重复测量方差分析比较时间和组间的差异，并通过 Bonferroni 检验进行组间差异分析。
结果表明，在自然环境中实施 PPI 和 MBI 干预均能提高学生的幸福感、感恩、自我自然融入感、联系感、适应力、意识、积极情绪，降低感知压力和消极情绪。
该研究为学校当局、政策制定者和城市规划者提供了有价值的见解，建议在学校场地纳入自然环境，并为学生提供与自然建立有意识联系的幸福感干预措施。
