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A Multiple Component Positive Psychology Intervention to Reduce Anxiety and Increase Happiness in Adolescents: The Mediating Roles of Gratitude and Emotional Intelligence

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Listed:
  • Sylvia Y. C. L. Kwok

    (City University of Hong Kong)

  • Minmin Gu

    (Southwestern University of Finance and Economics)

  • Nelson W. Y. Tam

    (Hong Kong Institute of Vocational Education (Sha Tin))

Abstract

The study aimed to examine the effectiveness of a multicomponent positive psychology program for adolescents with moderate levels of anxiety symptoms in Hong Kong, China. The program combined elements and techniques of gratitude and emotional intelligence intervention delivered in the group format. Adopting a two-armed randomized controlled trial research design, a total of 92 secondary school students who scored 9–11 in the Chinese Hospital Anxiety and Depression scale, were randomly assigned to the intervention and control groups. After the seven-session program, participants of the intervention groups showed a significant decrease in anxiety and significant increase in subjective happiness. Furthermore, the two active components of this program, gratitude and emotional intelligence, mediated the relationship between the intervention and the change in subjective happiness. In addition, emotional intelligence mediated the effect of the intervention on the change in anxiety symptoms. Findings of this study shed light on the applicability and efficacy of multicomponent positive psychology programs in alleviating anxiety and enhancing subjective happiness of adolescents. Future research is called for to advance our understanding of multicomponent positive psychology programs across different types of active components, samples, and conditions.

Suggested Citation

  • Sylvia Y. C. L. Kwok & Minmin Gu & Nelson W. Y. Tam, 2022. "A Multiple Component Positive Psychology Intervention to Reduce Anxiety and Increase Happiness in Adolescents: The Mediating Roles of Gratitude and Emotional Intelligence," Journal of Happiness Studies, Springer, vol. 23(5), pages 2039-2058, June.
    • Handle: RePEc:spr:jhappi:v:23:y:2022:i:5:d:10.1007_s10902-021-00487-x
    DOI: 10.1007/s10902-021-00487-x
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    References listed on IDEAS

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    1. Hsiu-Han Shih & Ming-Jen Lin, 2017. "Does Anxiety Affect Adolescent Academic Performance? The Inverted-U Hypothesis Revisited," Journal of Labor Research, Springer, vol. 38(1), pages 45-81, March.
    2. Christopher Hafen & Kamlesh Singh & Brett Laursen, 2011. "The Happy Personality in India: The Role of Emotional Intelligence," Journal of Happiness Studies, Springer, vol. 12(5), pages 807-817, October.
    3. Sylvia Y. C. L. Kwok & Minmin Gu, 2017. "The Role of Emotional Competence in the Association Between Optimism and Depression Among Chinese Adolescents," Child Indicators Research, Springer;The International Society of Child Indicators (ISCI), vol. 10(1), pages 171-185, March.
    4. Anna Alkozei & Ryan Smith & William D. S. Killgore, 2018. "Gratitude and Subjective Wellbeing: A Proposal of Two Causal Frameworks," Journal of Happiness Studies, Springer, vol. 19(5), pages 1519-1542, June.
    5. Tom Hendriks & Marijke Schotanus-Dijkstra & Aabidien Hassankhan & Joop Jong & Ernst Bohlmeijer, 2020. "The Efficacy of Multi-component Positive Psychology Interventions: A Systematic Review and Meta-analysis of Randomized Controlled Trials," Journal of Happiness Studies, Springer, vol. 21(1), pages 357-390, January.
    6. Sonja Lyubomirsky & Heidi Lepper, 1999. "A Measure of Subjective Happiness: Preliminary Reliability and Construct Validation," Social Indicators Research: An International and Interdisciplinary Journal for Quality-of-Life Measurement, Springer, vol. 46(2), pages 137-155, February.
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