An Exploratory Design Of Junior High Students’ Positive Psychological Quality Scale And Cultivation Research

Positive psychology is a new thought wave at the end of20th century’s, derived fromthe Western psychology studies. Relatively sound and effective means of psychologyexperimental methods and measurements have been used to study the active force and thepositive qualities of humanity, to develop man’s potential, to stimulate people’s vitality, topromote human capacity and creativity, and thus to get a better life.Middle school students are “adolescents”, who are during the period of the lifetransition from childhood to adulthood. During this period individual’s physiological andpsychological characters change dramatically. Since this period is the turning point inchildren psychological development and occupies a special position of the wholeindividual psychological development, preventive and positive mental health educationshould be undertaken as soon as possible to excavate and promote all students’ positivepsychological quality development, to promote individual maximize potential, and thus toguide students’healthy growth.Therefore, on the basis of existing studies, this study works out the “Rating Scale ofMiddle School Students’ Positive Psychological Qualities” in order to measure thecontemporary characteristics of middle school students’ positive psychological qualities.And in order to take a sample for examination and test, two middle school classes ofSuzhou were selected as subjects. Nonequivalent pretest-posttest controlling group-designwas used, given "positive quality intervention programs", whose teaching activities wereten weeks (10times), while control classes were adverse.“Multiple HappinessQuestionnaire”,“Mental Health Inventory of Middle-school students” and “Rating Scale ofMiddle School Students’ Positive Psychological Qualities” were used as research toolsbefore and after three months’ implementation of the experimental class track. Independentsamples T-test for paired samples T-test statistical analysis were used in statistical analysisto explore the effects of different experimental treatments on the dependent variable. Themain conclusions are as follows: First, the preparation of the “Rating Scale of Middle School Students’ PositivePsychological Qualities” comprises87items. It is in line with the requirements ofpsychometrics, and a rather good reliability and validity.Second, the top six positive psychological qualities which middle school studentsconsidered important are love, authenticity, creativity, gratitude, kindness and perseverance.The last six are humor, faith, and appreciation of beauty, passion, leadership and insight.The top six score which middle school students get in self-evaluation of positive qualityare: curiosity, teamwork, appreciation of beauty, love, kindness and forgiveness. While thelast six are: faith, love of learning, self-control, leadership, Open-mindedness andcreativity.Third, middle school students’ positive psychological quality shows significantdifferences in grades, parenting style and whether student leaders. While in terms of genderdifference was not significant.Fourth, the positive quality curriculum intervention programs under the guidance ofpositive psychology theory in this study have significant effect on middle school students’positive psychological quality, well-being and mental health.Fifth, the results of the experimental class’ real time and three months after positivequalities intervention programs were compared and it was found that there was nosignificant difference in the overall level of positive qualities, well-being and mental health.It shows that positive qualities intervention programs not only have a significant effect onhappiness and mental health of middle school students, also its effect is very stable.