Satisfying basic psychological needs such as autonomy, competence and social inclusion (Deci & Ryan, 1985) forms a promising approach for interventions to increase well-being and resilience. This study aims to evaluate an intervention designed to promote student well-being and resilience through need satisfaction within the university educational environment. This intervention aims at creating the appropriate awareness using a game-based approach, as well as adapting the course design and evaluating the same.
One course participated in the intervention (nt1 = 41, nt2 = 25, control course: nt1 = 51, nt2 = 23) and their needs (BPNSNF; Chen et al., 2015), well-being (PANAS & WHO-5; Watson et al., 1988; World Health Organization, 1998) and resilience (BRS; Smith et al., 2008) were assessed at three measurement time points. Based on multiple regressions, need satisfaction appears to be decisive for general well-being and positive emotions, and need frustration for negative emotions. However, a two-factor multivariate analysis of variance showed that the sample only differed to the predicted extent with regard to positive emotions. However, students emphasised in conversation that they felt valued and they attributed a positive impact on their mental well-being to the intervention despite the lack of quantitative confirmation.
|Event title||Mainzer Tagung Studierendengesundheit|
|Degree of Recognition||National|