The Practice of Positive Psychological Interventions on Students' Well-Being in the Model of Academy System—the Case of Xi'an Eurasian National University
Bibliographic record
Abstract
The academy system model is effective in the context of education in the era of all-round education, and has positive significance for the cultivation of students' practical ability, innovation ability and social adaptability. But the problems of identity deprivation, time fragmentation, complexity of interpersonal relationships and other problems that appear under the model also bring challenges to student growth, if there is no timely guidance students are prone to low belonging, weak sense of happiness, confused anxiety and other mental health problems, which put forward higher requirements for student care education.The academy system model is effective in the context of all-round education, and has positive significance for the cultivation of students' practical ability, innovation ability and social adaptability.We first investigated the basic information, positive psychological qualities and the current state of well-being of 4374 students in Xi'an Eurasian National University, and then conducted a positive psychological intervention for 480 students using the method of Stochastic intervention experiments.The results of the experiment showed that positive psychological levels and well-being indices were improved through positive psychological interventions.The experimental results showed that students' positive psychological level and happiness index were improved through positive psychological intervention. This provides new ideas for the reform and innovation of the Academy System of caring education model.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".