Integrating positive education into university curricula: A controlled study of the 11-Week PERMA-based student well-being course

Abstract

Objectives. In response to the escalating mental health crisis in higher education, this repeated-measures controlled study examined the effectiveness of an 11-week university-based positive psychology intervention (PPI) rooted in the PERMA-based frameworks in increasing sense of student's well-being and overall life satisfaction.
Sample and settings. Forty-nine undergraduate students (intervention group: n = 19; control group: n = 30) completed pre- and post-intervention assessments using the Student Well-being Scale (Koci, 2023) and the Satisfaction with Life Scale. The intervention combined experiential learning and theoretical instruction to cultivate ten core dimensions of well-being: Positive Emotion, Engagement, Relationships, Meaning, Accomplishment, Physical Health, Mindset, Environment, Economic Security, and Authenticity.
Results. Significant within-group improvements were observed in the intervention group across multiple domains, particularly in engagement, relationships, meaning, environment, and the composite PERMA+4 index. Life satisfaction increased significantly following the intervention. Between-group analyses confirmed statistically significant differences favoring the same constructs, and a modest but significant positive correlation was observed between overall well-being and life satisfaction (r = .21, 95% CI [0.01, 0.39]), consistent with previous findings on their interdependence. These findings demonstrate the potential of theoretically grounded, multi-component PPIs to enhance student flourishing. The results also offer empirical support for extended well-being models such as PERMA+4 and PERMA5, reinforcing their value as comprehensive frameworks for academic well-being interventions in higher education.
Limitations. First, the use of a non-randomized, convenience sampling method introduces the possibility of selection bias, thereby limiting the generalizability of the results to broader student populations. Second, the study relied exclusively on self-report instruments, which, while widely used and validated, may be subject to social desirability bias or inaccuracies in self-perception. Additionally, the overrepresentation of female participants may limit the applicability of the results across genders.