Enhancing positive emotions and reducing negative emotions of Chinese university students: An exploratory intervention study in a general education course

Enhancing positive emotions and reducing negative emotions of Chinese university students: An exploratory intervention study in a general education course

• Yang, Lan The Education University of Hong Kong

The 9th European Conference on Positive Psychology: Positive psychology for a flourishing Europe in times of transitions (2018: ELTE Conference Center, Budapest, Hungary)

• A Human Growth & Development
  • AC Socialization, Self-concept, Self-esteem, Identity, Affective, Emotional, Psycho-social & Moral Development
• C Psychology & Learning
  • CC Motivation of Learning
• Q Philosophy of Education, Educational System & School At Different Levels
  • QE Post-Secondary Education

Team-based Learning Intervention Achievement Emotions Emotional Well-being Chinese University Students

• Hong Kong

• 1997.7 onwards

• Post-Secondary Education

Background: Although an increasing body of research shows the positive relationships between positive achievement emotions (enjoyment and hope) and students’ learning strategies, and academic achievement, the majority of studies were cross-sectional in nature and typically conducted in Western countries[Pekrun, 2006,; Pekrun, Goetz, Frenzel, Barchfeld, & Perry, 2011; Pekrun, Lichtenfeld, Marsh, Murayama, & Goetz, 2017].Aim: This study extended previous achievement emotions to a sample of Chinese university students by using an experimental design.Method: An intervention approach termed Team-based Learning (TBL) was implemented in four sessions of a general education breath course in Hong Kong Chinese students. Two classes of students were involved (N=80). One class was treated as experimental, the other was control.Results: The results showed that TBL produced significantly positive effects on enhancing students’ positive emotions (learning-related enjoyment and hope), meanwhile significantly reducing students’ negative emotions (learning-related boredom and anxiety) in the experimental class. In the control class, both enjoyment and hope increased, while both boredom and anxiety decreased. However, these changes of emotions in the control class were not significant.Conclusions: TBL may be a promising intervention approach to promote university students’ emotional well-being in terms of their learning-related emotions. Further research by increasing sample size and expanding to other courses and groups is needed. Copyright © 2018 ECPP.

Paper presented at the 9th European Conference on Positive Psychology: Positive psychology for a flourishing Europe in times of transitions, ELTE Conference Center, Budapest, Hungary.

• English

Conference Papers

https://bibliography.lib.eduhk.hk/en/bibs/e67e7bc3

2020-01-06