Psychological Development and Education ›› 2020, Vol. 36 ›› Issue (2): 184-192.doi: 10.16187/j.cnki.issn1001-4918.2020.02.07

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Empirical Study on College Students' Bi-factor-interaction-oriented Teaching Model in Positive Psychology

LI Xiaoxi1, YANG Lizhu2   

  1. 1. Mental Health Center of Dalian University of Foreign Language, Dalian 116044;
    2. College of psychology Liaoning Normal university, Dalian 116029
  • Published:2020-03-19

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Abstract: An experimental group-control group before and after test design was used among 232 college students to exam the improvement effect of positive psychology teaching on its students' knowledge, attitudes, emotions and values under bi-factor-interaction-oriented teaching model. Repeated ANOVA and mediation test were adopted to analysis data. Results showed that (1) bi-factor-interaction-oriented teaching model could significantly improve knowledge about positive psychology. (2) College students' general well-being and values were markedly improved through the bi-factor-interaction-oriented teaching reform. Life satisfaction of them was maintained. (3) Life satisfaction played partial mediating effect between values and general well-being under the bi-factor-interaction-oriented teaching model. In conclusion, double objects of positive psychology (discipline education and affect cultivation) could be achieved by adopting bi-factor-interaction-oriented teaching model.

Key words: college positive psychology, bi-factor-interaction-oriented teaching model, lecture, curriculum reform

CLC Number: 

  • G442
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