2015．第43卷第2期（Vol. 43 No. 2）．pp. 89–114
A Study of Implementing Teaching for Well-being Model Construction into Emotional Psychology Curriculum
This study aimed to explore the teaching for well-being model on college students’ changes in emotional and cognitive well-being. The participants of this study were 26 students who took the course of “Emotional Psychology” in the case university. Results showed that with the intervention, posttest scores of the participants were significantly higher than their pretest scores in such variables as “subjective well-being,” “psychological capital,” and “mindfulness.” Students experienced the well-being teaching process from “awareness/notice (body),” “intervention/act (mind)” to “evaluation/response (spirit),” as well as from “teaching for well-being,” “teaching with well-being” to “teaching about well-being.” Based on the above results, directions for higher education and future research were suggested.
Keywords: well-being; teaching for well-being model; curriculum of emotional psychology