文献类型：期刊文献

英文题名：Evaluation of the Strengths-Based Identity Transition Interventions: A Two-Year One-Group Pretest-Posttest Study on Establishing Sustainable Well-being Among Freshmen

作者：Duan, Wenjie[1];Liu, Rong[2];Zhang, Yu[1];Hao, Yuan[1];Zheng, Chunxiu[2];Hu, Bing[3]

机构：[1]East China Univ Sci & Technol, Sch Social & Publ Adm, Shanghai, Peoples R China;[2]East China Univ Sci & Technol, Student Counseling & Mental Hlth Ctr, Shanghai, Peoples R China;[3]East China Univ Sci & Technol, Inst Marxism, Shanghai, Peoples R China

年份：2026

外文期刊名：APPLIED RESEARCH IN QUALITY OF LIFE

收录：;WOS:【SSCI(收录号:WOS:001656553000001)】；

语种：英文

外文关键词：Strengths-based identity transition interventions; Groups 4 freshmen; College adaptation; Mental health efficacy; Sustainable well-being

摘要：Background: Maladaptive responses during the university transition period constitute critical factors for a series of physical and mental problems among freshmen. This study aims to evaluate the effectiveness of Strengths-based Identity Transition Interventions in helping freshmen establish sustainable well-being, that is, in promoting college adaptation, improving mental health efficacy, and reducing negative emotional states, during the college transition. Method: The research was conducted in two phases. In phase one, a five-week, one session per week intervention was implemented. Five independent samples were recruited to conduct paired-sample t-test to validate effective activities within intervention. In phase two, the refined intervention consisting of three effective activities was assessed on a campus-wide scale. Results: The study indicates that the college adaptation of freshmen was significantly enhanced and maintained at a high level over the subsequent two years. Mental health efficacy also showed a marked improvement, despite some fluctuation during this period, the overall mental health efficacy remained superior to baseline. However, the intervention did not significantly improve negative emotional states. Discussion: This study attempts to integrate the strengths perspective and the "Groups 4 Freshmen" framework to develop an empirically supported intervention. It provides school social workers and educators with effective approaches for preventing and intervening in students' college adaptation and mental health issues.