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目的探索主观幸福感的干预方式及效果。方法通过2个实验对九江某大学45名师范女生进行主观幸福感提升干预,验证干预效果。结果实验组1后测、追踪测试主观幸福感得分高于前测,其中后测与前测差异更显著(F=9.10,P<0.001);对照组组内差异不显著(F=1.65,P>0.05);实验组2主观幸福感前测和追踪测试差异显著(t=2.58,P<0.001)。结论日常积极活动,日常积极活动与团体辅导相结合的干预方式都可以提升学生主观幸福感,但后者的持续作用更为显著。
Objective To explore the ways and effects of subjective well-being intervention. Methods Through two experiments, 45 subjective well-being girls in a certain university in Jiujiang promoted the intervention of subjective well-being and verified the effect of intervention. Results The score of subjective well-being in follow-up test was higher than that in pre-test in post-test group 1, the difference between post-test and pre-test was more significant (F = 9.10, P <0.001) > 0.05). There was significant difference in subjective well-being test and follow-up test in experimental group 2 (t = 2.58, P <0.001). Conclusion The daily active activities, daily active activities and group counseling combined intervention can improve the students’ subjective well-being, but the sustained effect of the latter is more significant.