Exploring the effects and benefits of a pilot school-based happiness mentoring programme with polytechnic students in Singapore

• Published in: Current psychology (New Brunswick, N.J.) N.J.), 2023-03, Vol.42 (9), p.7020-7030
• Main Authors: Metrat-Depardon, Cédric David, Teo, Chua Tee
• Format: Article
• Language: English
• Subjects: Behavioral Science and Psychology; College students; Educational aspects; Happiness; Intervention; Mentors; Methods; Psychological aspects; Psychology; Social aspects; Social Sciences; Students
• ISSN: 1046-1310; 1936-4733
• DOI: 10.1007/s12144-021-02039-1

The state of mental health and related high rates of depression in youth is a growing concern worldwide. Some populations, however, seem to be more vulnerable than others; and this is the case with polytechnic students in Singapore. Positive psychology interventions (PPIs) have been found to enhance the level of happiness and well-being of students when delivered in the school context. Intervention efforts have often been limited to a single or two to three PPI activities and rarely offered as a consolidated programme with multiple PPIs that would allow students to identify and adopt strategies that would best support their well-being. This quasi-experimental pilot study tested the effects of a school-based happiness mentoring programme largely based on the PERMA model on a small sample of full-time students of a polytechnic in Singapore. Over a period of 10 weeks, the programme conducted by a mentor offered multiple PPIs aimed at enhancing participating students’ level of happiness, well-being and student life satisfaction. While no statistically significant differences between the experimental and control groups were reported at pre- and post-intervention, statistically significant differences were found within each group. The results of paired t -tests showed significant statistical improvements in all variables within the experimental group, but the control group did not show significant within group improvements in Engagement, Meaning, Accomplishment and Student Life Satisfaction. These findings were supported by post-intervention structured interviews during which students reported having benefitted from specific PPIs in enhancing self-awareness, awareness of others and acquisition of several strategies that build positive emotions to sustain their well-being. Implications of the findings are discussed and suggestions for future research provided.