Abstract
The aim of this study was to Analysed the influence of Chinese traditional culture identity education on the positive psychology of university students. The study selected 200 students as the research object and divided into experimental group and control group. The students in the experimental group received traditional cultural identity education courses combined with practical activities, while the control group implemented conventional courses. After implementing the program, students’ learning efficiency is significantly improved and their learning anxiety is reduced. The learning effectiveness, cultural identity, and interpersonal communication barriers of the experimental group students have all improved, and the improvement in positive psychological status of the experimental group is significantly higher than that of the control group. The difference between the two groups is statistically significant. Chinese culture has a long history and contains profound life truth and positive thoughts. Good traditional cultural identity education can cultivate college students’ correct political position and establish correct outlook on life, values and the world. This study showed effective cultural identity education and practical activities in colleges and universities can effectively promote the cultivation of students’ positive psychology, improve students’ self-confidence and enhance national pride.
Contribution: The result of this study is applicable for scholars in the field of psychology of religion and the sociology of religion, as well as cultural studies and public theology.
Keywords: cultural identity; positive psychology; practice; curriculum; interpersonal communication.
Introduction
This study focuses on positive psychological qualities such as individual courage, optimism and self-confidence. It advocates to pay attention to the potential and stable positive psychological quality and strength of people. The positive psychological quality of college students includes positive cognitive quality, will quality and personality stability (Carr et al. 2021). At the beginning of entering the university campus, the pressure of independent life, professional course learning, interpersonal relationship and other aspects are coming to students. Positive psychological quality plays an important role in the personal growth and development of college students, making the university an important place to cultivate students’ positive psychological quality (Kern et al. 2020). At present, the training effect of college students’ positive psychological quality is not ideal, and the current curriculum teaching mode cannot fully mobilise students’ subjective initiative and arouse students’ strong interest in learning. The mode of cultivating college students’ positive psychology is mainly based on theoretical knowledge and there is a lack of practical activities, relevant social platforms, self-awareness and self-confidence, which seriously affects the quality of cultivating college students’ positive psychological quality. Therefore, it is necessary to innovate the teaching mode of courses and carry out practical and innovative activities to promote the cultivation of college students’ positive psychological qualities. Therefore, the study proposed the analysis of the impact of Chinese excellent traditional cultural identity education on the positive psychology of college students. Using the positive psychology checklist and assessment scale, the study analysed the changes of students’ positive psychology before and after the experiment from the aspects of students’ learning effect, cultural identity and interpersonal communication.
Related works
The healthy and positive psychology of college students is conducive to individual growth and development. Many scholars have conducted in-depth research on the positive psychology of students. The interpersonal relationship can make people feel safe and warm, which satisfies the individual’s psychological sense of belonging. In ancient Chinese culture, people need to be understood in certain social relations, it emphasises the harmony of individual. People are like molecules and have a role in certain social relations. People are not only simple living individuals but also social individuals with ethics. In Chinese culture, ‘benevolence’ is regarded as the core of interpersonal communication, and ‘courtesy’ is regarded as the criterion of interpersonal communication. This criterion can effectively restrain human behaviour in interpersonal interaction, reduce friction in interpersonal communication, and ease tension and conflict in interpersonal communication. Hasan et al. (2019) have found that entrepreneurship training has a certain impact on students’ learning of positive psychology. By conducting entrepreneurship training courses for a certain number of students, they analyse the psychological level changes before and after the study. The experimental results show that entrepreneurship learning training can promote the formation of college students’ positive psychology, open their innovative thinking and improve their self-confidence (Hasan et al. 2019). During the COVID-19 epidemic, people not only worry about the risk of death but also have some psychological pressure. Cao et al. (2020) investigated the current psychological status of college students using questionnaires and mental disorders scale. The results showed that 3.6% of the respondents were under heavy psychological stress, accompanied by anxiety, depression and other symptoms. The correlation analysis results showed that the level of psychological stress was significantly negatively correlated with enthusiasm for daily life and learning (p < 0.001), and it was necessary to strengthen the monitoring of students’ psychological status (Cao et al. 2020). In the face of the severe employment environment, Hamilton et al. (2019) found that the university tutor programme can alleviate the employment pressure of students. Through the comparison of survey data, the results show that students participating in the programme can establish a correct career outlook, actively do a good job in career planning and improve their job confidence (Hamilton et al. 2019).
Culture is the spiritual home of a nation, which fundamentally reflects the sense of identity and belonging of the nation, and reflects the vitality and cohesion of the nation. Culture is a kind of ‘soft power’. For a country and a nation, it is a kind of support, inheritance and creativity. It has more spiritual characteristics, which can determine the historical trend and basic quality of a country and a nation. The excellent traditional culture of China is a combination of the culture, thoughts and wisdom of many nationalities in the long history of the Chinese nation for more than 5000 years. The excellent traditional culture of China has been tempered for thousands of years and passed down from generation to generation. It is broadand profound and is the backbone, blood and soul of the Chinese nation. At the same time, excellent traditional culture has penetrated into all aspects of people’s life through language, writing and various specific cultural activities, and has become the spiritual home to maintain the prosperity and prosperity of the Chinese nation. It has demonstrated the character, integrity and boldness of the Chinese nation. On this basis, cultural identity education is extremely important to enhance national self-confidence. Zhao (2019) argues that art teaching can cultivate students’ cultural development by innovating and reforming the traditional teaching model, incorporating traditional culture and implementing enriching teaching methods. Analysis of classroom effects found that the teaching model can promote excellent traditional culture and build a sense of national pride and belonging (Zhao 2019). Yan and Chiou (2021) used SPSS software to analyse rating indicators for learning intangible cultural heritage skills by analysing citizens’ willingness to learn traditional skills, and obtained a value perception scale for cultural heritage. The results of the validation analysis showed that Chinese national identity education is conducive to maintaining the unity of the nation. According to Chen et al. (2020), studies on the cultural identity of university students and comparative analyses from an international perspective indicate that enhancing cultural identity has a positive impact on China’s cultural prosperity and also has a profound impact on the development of national identity (Chen et al. 2020; Mokhtari Dehkordi 2021).
Subjects and methods
Study setting
The university stage is the key period of individual psychological maturity. Positive psychological qualities such as sincerity, enthusiasm, self-confidence and optimism can help students maintain a good attitude in their study and life and better cope with the fierce social competition. However, the current situation of the positive psychological quality of college students is not optimistic. Most of the extreme cases of college students’ suicide and self-injury have a deep-seated psychological reasons and reflect that the society does not pay enough attention to the psychological characteristics of young people at this stage and the psychological health education in colleges and universities and the level of the positive psychological quality of college students needs to be improved. Cultural identity is a psychological process from cognition to assimilation. It is a manifestation of high affirmation and recognition, and it will also be reflected in daily behaviour. Positive cultural identity education can help people develop healthy and positive thinking, integrity and perseverance (Lomas et al. 2021). The excellent traditional Chinese culture has a long history and is broad and profound. As the spiritual lifeline of the nation, it contains rich ideas and is the ideological resource for college students to establish correct ideas and enhance national identity. It is of great significance for universities to strengthen the identification education of Chinese excellent traditional culture to give full play to the educational function of Chinese excellent traditional culture and highlight the era value of Chinese excellent traditional culture. The excellent traditional Chinese culture contains rich ideas, humanistic spirit and moral norms, and is an important part of the construction of university culture. The identification education of Chinese excellent traditional culture should first enable college students to form a correct understanding of Chinese excellent traditional culture, generate emotional resonance through rational understanding of Chinese traditional culture, actively absorb cultural nourishment and inherit cultural character. The excellent traditional culture contains the ideas of ‘benevolence’ and ‘courtesy’, which can help college students solve the problems of interpersonal communication; ‘Constant self-improvement’ enables college students to move forward bravely, be resolute and promising, and cultivate the willpower of indomitable and tenacious struggle; ‘Le Youxia’ can guide college students to set up lofty ideals, highly integrate personal ideals and social responsibilities, realise self-worth, and so on (Pawelski 2020). As the disseminator of Chinese excellent traditional culture, universities are in an important position to cultivate and practice the core socialist values. The Chinese traditional culture identity education is combined with practical activities, which constantly enriches the connotation of practicing the values of the country, and enhances the vitality and influences the values. Therefore, in view of the problems of college students’ interpersonal communication, learning pressure, a lack of self-confidence, etc., this article analyses the shortcomings of the current measures for cultivating college students’ positive psychology, studies the role of this course in alleviating college students’ psychological symptoms based on the excellent traditional Chinese cultural identity education, creating characteristic courses and combining practical activities, and hopes to enhance college students’ national identity and self-confidence through cultural identity education. This study provides a direction for the cultivation of college students’ positive psychology.
Design
A university was selected as the test site for the study, and a stratified random sampling method was used to select 50 students in each grade, for a total of 200 students, who were randomly divided into a control combination experimental group with the same number of students from all four grades in each group. The trial period was from September to December 2022. The learning location was the multimedia classroom for school psychological counseling. Inclusion criteria were:
- age greater than 18 years,
- no serious physical or mental illness and
- having autonomous judgement criteria.
Exclusion criteria were:
- disobedience to experimental arrangements,
- presence of severe cognitive impairment and
- withdrawal in the middle of the experiment.
The positive psychological status of all students was first obtained using a self-made scale, and the positive psychological status of students was divided into several categories, such as motivation to learn, self-confidence, interpersonal interaction and perseverance, etc. The proportion of each indicator in the psychological status varied from one another, and the study determined the weight coefficients of each category according to the entropy value method, and the formula for calculating the entropy value of the i indicator was:
In Equation (1), ηij indicates the proportion of the j sample in the i indicator. The weight of each category of indicators is determined according to the entropy value µ, and the expression of which is:
In Equation 2, hi is the degree of variation between category indicators, i.e. hi = 1−ei. The traditional cultural identity education programme is then developed based on the psychological problems of the students, and includes the improvements in the teaching model, changes in the teaching environment, the inclusion of practical activities, etc. The main means of improving the teaching model is the use of online resources, not limited to literature, and the introduction of micro-topics; the use of multimedia equipment in the teaching environment to show outstanding historical and cultural works, including poems, paintings, literary works and architectural crafts; and the introduction of practical activities such as painting and calligraphy. The curriculum programme of traditional cultural identity education combined with practical activities is applied to the experimental class, while the control group follows the normal curriculum arrangement and the experiment lasts for 3 months. During the experimental period, the positive psychological condition of the experimental subjects was assessed in stages, using the Positive Psychological Checklist and the Quantitative Assessment Scale to understand the changes in the positive psychology of the experimental subjects with the help of the curriculum programme. This was carried out by comparing the differences in learning outcomes between the two groups, as well as comparing the differences in cultural identity and interpersonal barriers between the two groups of students before and after the teaching. Also in order to understand the factors that influence students’ positive psychology, the analysis starts with students’ motivation, teaching environment and practical activities, again using the entropy value method to determine the degree of influence of each factor and to analyse its correlation.
Results
The study used the Learning Assessment Scale to evaluate the changes in students’ learning outcomes before and after teaching, and for students’ learning outcomes, starting from their motivation, changes in academic performance and learning anxiety. The changes in learning outcome scores for all students were obtained as shown in Table 1.
| TABLE 1: The difference of learning effect between the two groups. |
As can be seen from Table 1, the differences in the scores of students’ learning motivation, academic performance and learning anxiety status of each group before the experiment were not statistically significant (p > 0.05), proving that the experiment was comparable; the differences in the scores after the experiment were statistically significant (p < 0.05). Table 2 shows the comparative results of the two groups of students’ identification with traditional culture after the implementation of the programme. Cultural identity education allows students to understand the spirit embedded in traditional culture. In the evaluation, several indicators were selected to evaluate the students’ identification with the excellent Chinese traditional culture, such as emotional identification, interest in learning and understanding.
| TABLE 2: Comparison of cultural identity between the two groups. |
As can be seen from Table 2, the experimental and control groups had statistically significant (p < 0.05) scores on emotional identity, interest in learning and understanding. Table 3 shows the psychological changes encountered by all students before and after teaching in terms of interpersonal interaction. When the evaluation score is below 10, it indicates that the student has a mild interpersonal interaction disorder; a score between 10 and 20 indicates that the student has a more serious interaction disorder accompanied by a certain degree of depression.
| TABLE 3: Comparison of interpersonal communication barriers between two groups of students. |
From the changes in students’ positive psychology before and after teaching, several factors affecting the development of positive psychology were analysed. The degree of influence of each factor was obtained with the aid of the entropy method, and the correlations were analysed, and the results of their calculation are shown in Table 4.
| TABLE 4: Analysis of the factors influencing students’ positive psychology. |
In order to further verify the effect of Chinese excellent traditional cultural identity education on college students’ positive psychology, the experiment compares labour experience education and film psychological education, and scores them with a score of 100. The scoring results are shown in Table 5.
| TABLE 5: Education comparison scoring results. |
As can be seen from Table 5, the average score of Chinese excellent traditional cultural identity education is 97.25, the average score of labour experience education is 90.25 and the average score of multimedia psychological education is 88.75, which indicate that the effect of Chinese excellent traditional cultural identity education on college students’ positive psychology is better than that of labour experience education and film psychological education.
Discussion
The results show that after practicing the course plan, students’ learning effectiveness has significantly improved and their learning anxiety has deceased. A college student that was interviewed stated that they have a high level of identification with traditional culture and a strong interest in learning traditional cultural knowledge.
Through practical activities, students’ symptoms of interpersonal communication barriers can be significantly alleviated. In addition, from the correlation analysis of factors affecting the positive psychology of college students, it can be seen that students’ learning motivation, teaching environment and practical activities can affect the process of cultivating students’ positive psychology. Therefore, in the path of cultivating students’ positive psychology, it is necessary to pay attention to students’ learning motivation, improve the teaching environment and carry out rich practical activities to enhance students’ learning motivation, thereby promoting the cultivation of positive psychology.
The positive psychology of university students refers to the good psychological qualities that the university student community should possess. At this stage, university students have a developing intellect, a rapidly developing sense of self, a deep and sensitive emotional experience, and a strong pursuit of personality development. Positive psychological qualities of university students mainly include curiosity about the world, strong interest in learning, honesty and courage, positive perception of self and others, etc. Good psychological qualities can keep university students physically and mentally healthy, stimulate their potential power and enhance their subjective sense of well-being and self-identity. Numerous studies have shown that the psychological state of university students is worrying, with barriers to social interaction, a lack of motivation to learn, employment pressure in the face of a harsh employment environment, etc. There are numerous incidents involving university students each year, and it is imperative to promote positive psychological development in university students (Waters 2020). In addition, it has been suggested that the teaching environment can influence the psychological condition of students and that a fun and welcoming teaching environment can increase students’ interest in learning, improve their performance and in turn enhance their self-confidence. Many researchers have proposed solutions to the psychological symptoms of current university students. The Chinese culture has a profound meaning and contains a spirit that can cultivate good qualities in university students, incorporating modern equipment into the teaching model, changing the teaching programme, attracting students’ attention, developing the brain’s thinking, and alleviating students’ anxiety and depression by enhancing their self-identity (Smith et al. 2021). It has also been suggested that the use of a variety of arts practice activities can promote students’ participation in practice and alleviate interpersonal barriers in practice, as well as develop an interest and enhance students’ knowledge of our excellent traditional culture (Li 2020). For this reason, in the study, in order to promote the cultivation of positive psychology among university students, education on the identity of good Chinese traditional culture was used and corresponding practical activities were carried out to analyse the impact of the course on the positive psychology of university students by analysing their psychological changes before and after teaching.
The study randomly selected 200 students and divided them into an experimental group and a control group. The experimental group was taught a curriculum programme combining traditional cultural identity education and practical activities, while the control group was taught the original curriculum. A comparison of the students’ learning outcomes showed that the experimental group’s learning motivation and academic performance improved, while the control group’s indicators did not change significantly, and the experimental group’s learning anxiety status scored below 10 after the implementation of the teaching, while the control group scored above 20. A comparison of the differences in students’ learning outcomes showed that the post-experimental scores were statistically significant, suggesting that cultural identity education can, to some extent, increase students’ motivation and alleviate learning anxiety, which is consistent with the results of previous studies (Baranov, Haushofer & Jang 2020). Changes in students’ identification with traditional culture were also analysed. Through cultural identity education, students’ interest in learning, emotional identification and understanding of traditional culture were found to be higher, and students’ cultural pride and national self-confidence were stronger, indicating a higher level of recognition of traditional culture and national spirit, which is similar to the results of previous studies (Hendriks et al. 2020).
The study found that the interpersonal disorder was effectively alleviated by using a programme of traditional cultural identity education combined with practical activities, and that the student’s interpersonal disorder score dropped below 10, indicating that the student’s disorder was mild at this time, which is consistent with previous research findings (Kletter, Harris & Brown 2021). This article analyses the influence of students’ learning motivation, teaching environment and practical activities on the cultivation of students’ positive psychology, and determines the weight of each influencing factor through the entropy method. The correlation calculation results show that students’ learning motivation, teaching environment and practical activities are positively correlated with the cultivation of students’ positive psychology, indicating that students’ learning motivation is strengthened. The improvement of teaching environment and the implementation of diversified artistic practical activities will improve learning motivation promoting the cultivation of the positive psychological status of students (Henning 2020). And from the results of correlation analysis, it can be seen that students’ learning motivation is also affected by the teaching environment and practical activities.
In summary, the positive psychological qualities of university students help students’ personal growth and development, and actively exploring the path of cultivating positive psychology among university students is a current research focus of major universities. This study aims to cultivate positive psychological qualities in university students and proposes a curriculum programme of excellent traditional cultural identity education combined with practical activities. Through the analysis of students’ learning effects, cultural identity and changes in interpersonal barriers before and after the experiment, the results show that the programme has a significant effect in promoting positive psychological cultivation among university students and can effectively improve students’ learning anxiety and interpersonal barriers. Therefore, in the path of positive psychological cultivation of university students, colleges and universities should conduct traditional cultural identity education and practical activities measures as a way to improve students’ cultural literacy, enhancing their self-confidence and national pride.
Conclusion
The continuous development of society not only affects the development of social industries but also has an impact on the strategies for cultivating talents in universities. In university teaching, because of the influence of teaching mode and teaching environment, students’ learning enthusiasm and interest is not high. There are significant obstacles in interpersonal communication among college students, which hinder self-expression and lead to a decrease in students’ confidence and self-recognition, seriously affecting their healthy growth. The Chinese culture has a profound accumulation and a long history, which contains profound life principles and positive thoughts. The education of excellent traditional cultural identity can cultivate college students’ correct political stance, and establish a correct outlook on life, values and the world. The positive psychological quality can promote college students to be optimistic and improve, and alleviate the pressure and anxiety in all aspects. In order to promote the cultivation of college students’ positive psychology, the study proposed a curriculum programme of excellent traditional cultural identity education combined with practical activities and verified the effectiveness of the programme through practical teaching. The results showed that after practicing the course plan, the learning effectiveness of students was significantly improved, with an average score of learning enthusiasm increasing from 8.69 to 21.03, and an average score of academic performance increasing from 68.55 to 85.269. The level of learning anxiety decreased, and the score of learning anxiety decreased from 20.79 to 9.54, with a college student that was interviewed stating that they have a high level of identification with traditional culture and a strong interest in learning traditional cultural knowledge.
Through practical activities, students’ symptoms of interpersonal communication disorders can be significantly alleviated, and the score of interpersonal communication disorders has decreased from 18.94 to 8.23. In addition, from the correlation analysis of factors that affect the positive psychology of college students, it can be seen that students’ learning motivation, teaching environment and practical activities will affect the process of cultivating students’ positive psychology. The average score of Chinese excellent traditional cultural identity education is 97.25, the average score of labour experience education is 90.25 and the average score of multimedia psychological education is 88.75. This shows that the effect of Chinese excellent traditional cultural identity education on college students’ positive psychology is better than that of labour experience education and film psychological education. Therefore, in the path of cultivating positive psychology among college students, it is necessary to pay attention to their learning motivation, improving the teaching environment and carrying out rich practical activities to enhance their learning motivation, thereby promoting the cultivation of positive psychology. The limitation of the research lies in the limited number of experimental samples, and future research can combine more samples to further enhance the widespread applicability of the study.
Acknowledgements
The research thanks the support from Guangxi University of Science and Technology, New Era University College, Kuala Lumpur.
Competing interests
The author declares that no financial or personal relationships inappropriately influenced the writing of this article.
Author’s contributions
M.H. is the sole author of this research article.
Ethical considerations
This article followed all ethical standards for research.
Funding information
The research is supported by the 2021 Theoretical and practical Research Project of Ideological and Political Education for Guangxi College Students was approved - Exploration and research of the ideological and politica mixed golden course teaching mode in universities under the new media environment (No. 2021SZ122); Approval of the Guangxi Higher Education Undergraduate Teaching Reform Project in 2022 - Exploration and Practice of High Quality Applied Talent Training in Local Undergraduate Colleges and Universities in the Context of Integration of Production and Education (No. school-level number-2022XJJG05, No. provincial-level number-2022JGA243); The 2022 Guangxi University Young and Middle-aged Teachers’ Scientific Research Basic Ability Improvement Project - Guilin Anti-Japanese War Culture Education Function and Realization Mechanism Research (No. 2022KY0316).
Data availability
The authors confirm that the data supporting the findings of this study are available within the article.
Disclaimer
The views and opinions expressed in this article are those of the author and do not necessarily reflect the official policy or position of any affiliated agency of the author.
References
Baranov, V., Haushofer, J. & Jang, C., 2020, ‘Can positive psychology improve psychological well-being and economic decision making? Experimental evidence from Kenya’, Economic Development and Cultural Change 68(4), 1345–1376. https://doi.org/10.1086/702860
Cao, W., Fang, Z., Hou, G., Han, M. & Zheng, J., 2020, ‘The psychological impact of the COVID-19 epidemic on college students in China’, Psychiatry Research 287(5), 112934–112939. https://doi.org/10.1016/j.psychres.2020.112934
Carr, A., Cullen, K., Keeney, C., Canning, C. & O’Dowd, A., 2021, ‘Effectiveness of positive psychology interventions: a systematic review and meta-analysis’, The Journal of Positive Psychology 16(6), 749–769. https://doi.org/10.1080/17439760.2020.1818807
Chen, J. & Wang, Q., 2020, ‘Research status and reflection on Chinese cultural identity’, Academic Circle 2020(8), 209–217.
Hamilton, L.K., Boman, J., Rubin, H. & Sahota, B.K., 2019, ‘Examining the impact of a university mentorship program on student outcomes’, International Journal of Mentoring and Coaching in Education 8(1), 19–36. https://doi.org/10.1108/IJMCE-02-2018-0013
Hasan, M., Hatidja, S., Nurjanna, N. & Guampe, F.A., 2019, ‘Entrepreneurship learning, positive psychological capital and entrepreneur competence of students: A research study’, Entrepreneurship and Sustainability Issues 7(1), 425–437. https://doi.org/10.9770/jesi.2019.7.1(30)
Hendriks, T., Schotanus-Dijkstra, M., Hassankhan, A., De Jong, J. & Bohlmeijer, E., 2020, ‘The efficacy of multi-component positive psychology interventions: A systematic review and meta-analysis of randomized controlled trials’, Journal of Happiness Studies 21(1), 357–390. https://doi.org/10.1007/s10902-019-00082-1
Henning, S., 2020, ‘A systems theoretical servant-leadership framework with reference to Christianity and positive psychology’, Pharos Journal of Theology 101, 1–17.
Kern, M.L., Williams, P., Spong, C., Colla, R., Sharma, K., Downie, A. et al., 2020, ‘Systems informed positive psychology’, The Journal of Positive Psychology 15(6), 705–715. https://doi.org/10.1080/17439760.2019.1639799
Kletter, M., Harris, B. & Brown, C., 2021, ‘Outcomes, mechanisms and contextual factors of positive psychology interventions for health workers: A systematic review of global evidence’, Human Resources for Health 19(1), 1–14. https://doi.org/10.1186/s12960-021-00564-5
Li, C., 2020, ‘A positive psychology perspective on Chinese EFL students’ trait emotional intelligence, foreign language enjoyment and EFL learning achievement’, Journal of Multilingual and Multicultural Development 41(3), 246–263. https://doi.org/10.1080/01434632.2019.1614187
Lomas, T., Waters, L., Williams, P., Oades, L.G. & Kern, M.L., 2021, ‘Third wave positive psychology: Broadening towards complexity’, The Journal of Positive Psychology 16(5), 660–674. https://doi.org/10.1080/17439760.2020.1805501
Mokhtari Dehkordi R., 2021, ‘Reproduction of Iranian-Islamic Mirror Work in Modern Art (Emphasizing the Works of Monir Shahroudy Farmanfarmaian)’, kurmanj 3(4), 10–20. https://doi.org/10.47176/kurmanj.3.4.10
Pawelski, J.O., 2020, ‘The elements model: Toward a new generation of positive psychology interventions’, The Journal of Positive Psychology 15(5), 675–679. https://doi.org/10.1080/17439760.2020.1789710
Smith, B.W., Ford, C.G. & Erickson, K., 2021, ‘The effects of a character strength focused positive psychology course on undergraduate happiness and well-being’, Journal of Happiness Studies 22(1), 343–362. https://doi.org/10.1007/s10902-020-00233-9
Waters, L., 2020, ‘Using positive psychology interventions to strengthen family happiness: A family systems approach’, The Journal of Positive Psychology 15(5), 645–652. https://doi.org/10.1080/17439760.2020.1789704
Yan, W.J. & Chiou, S.C., 2021, ‘The safeguarding of intangible cultural heritage from the perspective of civic participation: the informal education of Chinese embroidery handicrafts’, Sustainability 13(9), 4958–4968. https://doi.org/10.3390/su13094958
Zhao, Y., 2019, ‘Research on cultural inheritance and innovation of higher art education from the perspective of core literacy’, International Journal of Social Science and Education Research 2(5), 13–18.
|
Hide
Show all
Email this article (Login required)
