Building a Mental Health-Oriented IAP Education Model: A Positive Psychology Approach to Enhancing Well-being and Resilience
Lianglong LiuAbstract
Objective
This study aims to construct and validate a theoretical model that demonstrates how Ideological and Political (IAP) education enhances university students' psychological well-being and mental health from a positive psychology perspective. It seeks to identify the key pathways that contribute to psychological resilience and explore the model's relevance to broader mental health outcomes, including the mitigation of common psychological distress.
Subjects and Methods
A mixed-methods sequential design was employed with 720 students. Phase one included interviews with 15 IAP educators and 25 students. Phase Two utilized a large-scale survey assessing IAP engagement, positive psychological capital, meaning in life, subjective well-being, and general psychological distress. Structural equation modeling (SEM) tested and refined the theoretical model.
Results
The final model demonstrated good fit (CFI = .94, RMSEA = .05). IAP engagement directly enhanced well-being (β = 0.26, p < .01). Positive psychological capital and meaning in life served as significant parallel mediators, accounting for 68% of the total effect. IAP engagement strongly enhanced psychological capital (β = 0.49, p < .001), which subsequently increased well-being. Higher engagement correlated with 38% greater life satisfaction and was associated with lower levels of self-reported psychological distress.
Conclusions
Integrating positive psychology with IAP education can significantly enhance students' well-being by building essential psychological resources. This model provides a valuable framework for developing educational practices that support ideological cultivation, promote mental health, and contribute to psychological resilience within the university population.
Corresponding Author
Lianglong Liu, Bohai University, Jinzhou 121013, Liaoning, China.