Positive psychological intervention aims to systematically strengthen individual "positive resources". Network-based interventions can better match university students' lifestyles with greater flexibility and interest. This study integrated multiple positive psychological intervention and applied both qualitative and quantitative methods to examine two intervention schemes for enhancing university students' subjective wellbeing.
In the qualitative study, 70 third-year psychology majors were selected for a 12-month intervention. Analysis of their expressive writing revealed the mechanism through which network-based expressive writing increased positive experiences.
In the quantitative study, 90 engineering students completed pre-tests of SWLS, PANAS, SES, and SAS and were ranked by life satisfaction scores. Odd numbers formed the intervention group and even numbers the positive control group. Over 10 weeks, the intervention group engaged in positive psychological practice and expressive writing, while the control group only read materials and submitted notes. Pre-, mid-, and post-tests were conducted. After intervention, 31 students remained in the experimental group and 27 in the control group. Results showed significant increases in life satisfaction, positive mood, and self-esteem in both groups, with greater improvement in the intervention group. Anxiety and negative mood decreased more markedly in the intervention group.
These findings indicate that long-term network-based expressive writing steadily enhances subjective happiness. Suggestions are provided for promoting psychological health education for university students.