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Correlational findings

Study Lambert et al. (2019a): study KW 2017

Public:
Highschool students participating in a positive psychology training, Kuwait, 2017
Survey name:
Unnamed study
Sample:
Respondents:
N = 1070
Non Response:
Assessment:
Questionnaire: paper

Correlate

Authors's label
Bareec 8 week intervention program
Our Classification
Operationalization
The program consisted of 15-min weekly interventions delivered during regular class time by teachers.
A: Introduction:  
Students consider what happiness means. They decide what they need to be happy in the future (often extrinsic markers of success) and contrast with what has made them happy in the past (often intrinsic activity like family time, hobbies) to show that we do not always make the best happiness choices
B: What makes me happy?
Students focus on the positives and reconsider what they have in their lives that lead to happiness, but that is overlooked due to habituation. They notice the positive via mindful photography using their mobiles
phones
C Three good deeds
Students engage in good deeds towards others and use their character
strength of kindness. At least 3 good deeds are expected over the course of the week
D Ask your family
To generate positive emotional bonds, students connect with family over a purposeful activity designed to elicit collective character strengths through storytelling, and positive emotions like pride in family, reinforcing one’s identity
E Plan a great day Instead of waiting for happiness, students set about to create it by considering with whom they would spend time, doing what, in what way, where, and other details that would serve to elicit positive emotion. They set a date for their great day
F Cool glasses; are they right?
Positivity can be undermined by how we think about ourselves, situations, and abilities. Students check their beliefs and how they limit their experiences by holding fixed mindsets
G Get moving!
Physical activity can boost positivity especially when situations or thinking patterns are not conducive. Students plan where and how they can increase activity in the week
G Good news, please
Students spend much time online and are vulnerable to the effects of social media and negative news. To protect themselves against negativity and social media comparisons, they find good news and otherwise limit their exposure

Observed Relation with Happiness

Happiness Measure Statistics Elaboration / Remarks A-AB-cm-mq-n-8-a DM = +               T1 pre     T2 post   Difference
Treated       M = 9,54   M = 10.04  +0,50
Controls      M = 8,74   M =  9,06  +0,32
- difference                        +0,18
Significant for PA, but not for NA, effect on ABS undetermined

Non-difference between treated and controls unaffected by
- age
- gender
- governorate
- college

Means Affect Balance computed by WDH-team subtracting NA from PA
A-AB-cm-mq-n-8-a D%sr = +                                    Difference
Treated                             +0,6%
Controls                            +0,4%
- difference                        +0,2%