What Is the Optimal Way to Deliver a Positive Activity Intervention? The Case of Writing About One's Best Possible Selves
What Is the Optimal Way to Deliver a Positive Activity Intervention? The Case of Writing About One's Best Possible Selves
复制标题
DOI：
10.1007/s10902-012-9346-2
复制
发表时间：
2013-04-01
影响因子：
4.6
通讯作者：
Lyubomirsky, Sonja
中科院分区：
文献类型：
--
作者：
Layous, Kristin;Nelson, S. Katherine;Lyubomirsky, Sonja
一项为期4周的实验检验了积极活动干预的效果，在这项干预中，学生们每周写一次他们“最好的自我”(BPS)。我们操纵了两个可能影响增加幸福感的活动成功的因素--积极的活动是否在网上进行，而不是面对面进行，以及参与者在完成活动之前是否阅读了有说服力的同行推荐信。我们的结果表明，BPS活动显着地促进了积极的情感和流畅，并略微增加了关联感。在网上完成积极活动的参与者与面对面完成积极活动的参与者之间没有发现差异。然而，与阅读中性信息或完成控制任务的学生相比，阅读赞扬BPS活动优点的推荐信的学生在幸福感方面获得了更大的收益。这一结果为在线自我管理的增加幸福感的活动提供了合法性，并突显了参与者对此类活动取得最佳结果的有效性的信念的重要性。
A 4-week-long experiment examined the effects of a positive activity intervention in which students wrote about their "best possible selves" (BPS) once a week. We manipulated two factors that might affect the success of the happiness-increasing activity-whether the positive activity was administered online versus in-person and whether the participant read a persuasive peer testimonial before completing the activity. Our results indicated that the BPS activity significantly boosted positive affect and flow and marginally increased feelings of relatedness. No differences were found between participants who completed the positive activity online versus in-person. However, students who read a testimonial extolling the virtues of the BPS activity showed larger gains in well-being than those who read neutral information or completed a control task. The results lend legitimacy to online self-administered happiness-increasing activities and highlight the importance of participants' beliefs in the efficacy of such activities for optimum results.