Cogent Education (Dec 2024)
Happiness Engineering: impact of hope-based intervention on life satisfaction, self-worth, mental health, and academic achievement of Indian school students
Abstract
AbstractThis research article explores the impact of an intervention aimed at enhancing hope among senior secondary school students. The investigation was carried out in the Bokaro district of Jharkhand, India. The study focuses on the changes observed in scores on the Children Hope Scale (CHS), Students’ Life Satisfaction Scale (SLSS), and Self-Worth Sub-Scale (SWS) to assess the effectiveness of this intervention. The results reveal significant increases in hope, life satisfaction, and self-worth among the participants, aligning with prior research emphasizing the positive outcomes of interventions that foster goal-directed thinking and hope. The intervention’s strengths-oriented approach empowers students to identify and pursue meaningful goals, which leads to increased life satisfaction. The limitations of this investigation emphasize the need for future research with larger and more diverse samples to enhance the generalizability of the findings. The study encourages educators and clinicians to consider strengths-based approaches for fostering positive development among school students and creating a more conducive learning environment. The research emphasizes the importance of addressing psychological constructs in educational settings, as fostering hope, life satisfaction, and self-worth can have long-lasting effects on students’ well-being and academic performance. The study serves as a valuable contribution to the field of positive education, paving the way for further research on the effectiveness of similar interventions in diverse educational contexts. Additionally, understanding how different stakeholders perceive the benefits of such interventions can guide the design of future studies, making a significant impact on students’ psychological development.
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