心理技术与应用 ›› 2025, Vol. 13 ›› Issue (7): 417-425.

• • 上一篇    下一篇

结合 PERMA 理论与园艺疗法的劳动教育课程对大学生积极心理品质的干预效果

  

  1. 桂林电子科技大学光电工程学院
  • 接受日期:2025-05-17 出版日期:2025-06-28 发布日期:2025-06-28
  • 基金资助:
    广西高校大学生思想政治教育理论与实践研究课题(2023LSZ035);国家级大学生创业训练项目(202310595101X)。

The Intervention Effects of Labor Education Courses Integrating PERMA Theory and Horticultural Therapy on College Students' Positive Psychological Traits

  1. School of Optoelectronic Engineering, Guilin University of Electronic Technology
  • Accepted:2025-05-17 Online:2025-06-28 Published:2025-06-28

摘要:

基于积极心理学PERMA理论与园艺疗法,探索劳动教育对大学生积极心理品质的干预效果,为促进高校实践育人大课堂与心理健康教育工作体系建设提供理论依据与实践参考。采用准实验设计,选取广西某高校50名参与PERMA劳动教育课程的学生为实验组,150名同年级学生为对照组,开展16次共32学时的劳动教育实践。使用改编的参考PERMA理论的大学生积极心理品质量表,开展前后测数据分析。结果表明,实验组在PERMA五维度(积极情绪、投入、关系、意义、成就)的后测得分显著高于对照组。研究表明,以农事体验为载体的劳动教育课程能够系统性提升学生积极心理品质,验证了园艺疗法作为隐性干预工具的有效性,为高校实践育人课堂与心理健康教育体系的构建提供了可复制的课程范式。

关键词:


Abstract:

This study investigated the intervention effects of labor education courses on college students’ positive psychological qualities by integrating the PERMA theory of positive psychology and horticultural therapy. The research aimed to provide theoretical and practical insights for advancing practical education and mental health systems in higher education. A quasi-experimental design was implemented, with 50 students participating in the PERMA-based labor education courses as the experimental group and 150 same-grade students as the control group. The intervention comprised 16 sessions (32 credit hours) of labor practices. An adapted scale for measuring positive psychological traits of college students based on the PERMA theory was used to collect pre-test and post-test data for analysis. The results indicated that the experimental group scores significantly higher than the control group in the post-test on the five dimensions of PERMA (positive emotions, engagement, relationships, meaning, and accomplishment). The findings indicate that labor education, through immersive farming experiences and horticultural therapy, systematically enhances students’ positive psychological qualities. This study validates horticultural therapy as an implicit intervention tool and proposes a replicable curricular model for integrating practical education and mental health promotion in universities.

Key words:

中图分类号: 

  • B849
[1] 李丽, 何佳佳, 陈佳颖, 陈思婷, 雷辉.
资源稀缺对大学生面部表情类别知觉的影响及团体辅导干预
[J]. 心理技术与应用, 2025, 13(7): 407-416.
[2] 王薇薇.
视觉认知在游戏中成长:动作类电子游戏的潜在益处
[J]. 心理技术与应用, 2025, 13(7): 436-445.
[3] 蔡頠.
金钱还是时间?不同类型捐赠行为的阶层差异
[J]. 心理技术与应用, 2025, 13(6): 352-359.
[4] 林洪新, 魏伟, 逯昌琦, 杨永宁.
弹幕与学习动机对大学生教学视频学习的影响 :来自眼动的证据
[J]. 心理技术与应用, 2025, 13(6): 360-370.
[5] 赵晗, 张吴飞, 王淑燕.
第三方利他行为的演化与影响机制
[J]. 心理技术与应用, 2025, 13(6): 371-381.
[6] 俞锦旺, 张得龙.
感恩行为训练对高职大学生主观幸福感和学业成就的影响
[J]. 心理技术与应用, 2025, 13(2): 92-100.
[7] 梁栩源, 吴晓玉, 汤明, 袁博, 李伟强.
群体认同与外群体情绪表达对群体内疚的影响
[J]. 心理技术与应用, 2025, 13(1): 1-8.
[8] 沈悦, 张赫, 汪聪慧.
不健康饮食行为的干预策略:基于食物渴求的精细化侵入理论的视角
[J]. 心理技术与应用, 2025, 13(1): 56-64.
Viewed
Full text


Abstract

Cited

  Shared   
  Discussed   
[1] 胡杨, 于晓琳, 卢娜.
在线客体化经历与青少年异常进食行为的关系:理想美内化和身体羞耻的链式中介作用
[J]. 心理技术与应用, 2025, 13(7): 395 -406 .
[2] 李丽, 何佳佳, 陈佳颖, 陈思婷, 雷辉.
资源稀缺对大学生面部表情类别知觉的影响及团体辅导干预
[J]. 心理技术与应用, 2025, 13(7): 407 -416 .
[3] 耿露滢, 薛文惠, 毕重增. 内卷氛围对研究生创造力的影响:认知灵活性的中介作用#br#[J]. 心理技术与应用, 2025, 13(7): 426 -435 .