Efficacy of a Positive Psychology Intervention in Enhancing Optimism and Reducing Depression Among University Students: A Quasi-Experimental Study

Abstract

Positive psychology interventions in higher education can be pivotal in reducing depression rates among university students while also enhancing their optimism and well-being. This study aims to examine the effectiveness of implementing a 15-week group intervention on a sample of 194 students who were assigned to either the intervention group (N = 126) or the control group (N = 68). Utilizing a quasi-experimental design with experimental and control conditions, pre- and post-intervention measures were administered to assess depression, optimism, pessimism, and perseverance towards long-term goals. Specifically, the Life Orientation Test-Revised (LOT-R), the Center for Epidemiologic Studies Depression Scale (CES-D), the Attributional Style Questionnaire (ASQ), and the GRIT Scale were employed. The results indicate that students in the experimental group reported significantly higher levels of optimism and reduced depression rates compared to the control group, where no significant differences were observed between pre- and post-intervention outcomes. In conclusion, the implementation of the Hallenges group intervention program may be effective in contributing to the well-being of university students. However, further research is needed to refine and enhance this intervention and to apply it across different university grades and courses.