Savoring Interventions Increase Positive Emotions After a Social-Evaluative Hassle

Exploring positive psychology intervention and mindfulness-based intervention in nature: impact on well-being of school students in India

Introduction

Enhancing the well-being of urban school students is a growing challenge. The online mode of teaching during and post-pandemic era has increased students' daily screen time. As they spend more time indoors, they tend to disconnect from nature even more, adversely impacting their well-being. This study aimed to design and execute two well-being interventions-a positive psychology intervention (PPI) and a mindfulness-based intervention (MBI) in natural settings for urban school students in India.

Methods

One hundred eighty participants (aged 17-20) from a senior secondary school were randomly assigned to three groups: PPI, MBI, and a control group (CTR). Participants self-reported their levels of well-being, gratitude, inclusion of nature in self, sense of connectedness, resilience, awareness, perceived stress, and positive and negative emotions using a survey questionnaire at two times-pre- and post-interventions. Repeated-measures ANOVA was employed across time and groups, and post hoc analyses for group differences were carried out through the Bonferroni test.

Results

Results indicate that both PPI and MBI interventions, when executed in natural settings, enhance student well-being, gratitude, inclusion of nature in self, sense of connectedness, resilience, awareness, positive emotions and decreased levels of perceived stress, and negative emotions.

Discussion

The study provides valuable insights for school authorities, policymakers, and urban planners to include natural settings in school premises and offer well-being interventions for students to connect with nature consciously.

Leaving Past Adversities Behind: Gratitude Intervention Compensates for the Undesirable Effects of Past Time Perspectives on Negative Affect

Both gratitude and savoring the moment are considered to be well-established "well-being boosters" (WBBs). Each of them has a salient temporal reference: Gratitude is past-related, whereas savoring the moment refers to the present. The temporal match-mismatch model posits that time perspectives (TPs) moderate the effects of WBBs on well-being if they refer to the same temporal frame (e.g., gratitude and Past-Positive). Our study tested whether TPs moderate the effects of two positive interventions on positive affect (PA) and negative affect (NA). The participants (N = 174 individuals, 73% women) completed measures of TPs, PA, and NA, followed by a brief intervention of gratitude (N = 86) or savoring (N = 88). Subsequently, they completed the PA/NA measures again. Both interventions significantly decreased NA but did not foster PA. The magnitude of the shift in NA in the gratitude condition depended on the levels of past TPs: Individuals high in Past-Negative and low in Past-Positive displayed greater baseline NA than their counterparts; however, the difference was leveled after the gratitude intervention. No interaction effects between the present TPs and the savoring intervention were observed. The results suggest that practicing gratitude may diminish the undesirable consequences of negative views of the past.