Arbeits-, Organisations- und Marktpsychologie

Journal Artikel von 2019

Konradt, U., Brombacher, S., Garbers, Y., & Otte, K.-P. (2019). Enhancing student’s self-leadership through a positive psychology intervention? a randomized controlled trial using an idiographic perspective.

International Journal of Applied Positive Psychology, 4(3), 149-167. doi: 10.1007/s41042-019-00023-6
 

Abstract

Positive psychology interventions have been shown to increase individual well-being and happiness at a nomothetic level. We expand our understanding of their potential impact on individual’s self-leadership by adopting an idiographic approach. Moreover, we compare that effect with that of a goal-setting intervention. In a diary study using a randomized controlled design, 60 undergraduates were surveyed daily for 14 consecutive days before an exam and were assigned to one of three conditions: a “three good things” (TGT) intervention in which participants wrote down three positive things they had experienced during the day before going to bed; a “goal-setting” (GS) intervention in which they wrote down three learning goals for the next day; or a placebo control condition. Dynamic modeling of time series revealed that students in the TGT and the GS intervention significantly increased their self-leadership across time at a small to medium effect size. Students in the placebo control group showed no significant change. Contrary to expectations, the TGT intervention was not more strongly associated with self-related strategies, and the GS intervention was not more strongly associated with task-related strategies. This study demonstrates the value of a brief positive psychology intervention, which is comparably effective as a goal-setting intervention in fostering individual self-leadership in academic achievement settings.