High school student psychological happiness accurate improvement system and method based on two-dimensional evaluation

Abstract

The invention belongs to the field of educational psychology and psychological health intervention, and relates to a high school student psychological happiness accurate improvement system and method based on academic-life sense of significance two-dimensional evaluation. The system comprises a joint evaluation and data acquisition module, a student group classification module, a differential intervention implementation module, a teacher-parent collaborative enabling module and an intervention effect dynamic tracking and feedback module. Firstly, data such as academic levels and subjective psychological scales of students are collected, the students are divided into four classes according to academic and life sense scores, then differential intervention strategies are implemented for different classes, and meanwhile, teachers are trained, parents are guided to collaboratively enable, and retest and quantitative analysis effects are performed after intervention; the method disclosed by the invention reveals a key intermediary psychological mechanism, constructs a complete closed-loop system, and is low in hardware dependence, standard in operation and easy to popularize and apply; in practical application, the personal significance of B-class students and the psychological happiness of D-class students are obviously improved, which proves that the method is effective and reliable.

Description

Technical Field

[0001] This invention relates to the fields of educational psychology and mental health intervention technology. Specifically, it is a system and method for precisely enhancing the psychological well-being of high school students by using a systematic assessment and intervention process to improve students' sense of meaning in life through academic achievement, thereby enhancing their psychological well-being. Background Technology

[0002] High school is a critical period for the mental health development of adolescents. Students face immense academic pressure, and their overall psychological well-being is generally low. Currently, while there are various intervention methods for the mental health of high school students, they all have limitations to varying degrees.

[0003] For example, traditional psychological counseling primarily employs a one-on-one approach. While highly targeted, it has limited reach and is costly, making it difficult to widely implement among high school students. Group counseling, conducted through activities, helps enhance students' social and teamwork skills, but often lacks effective integration with the academic system, failing to directly address students' academic anxieties. Academic stress management courses mainly teach students stress reduction techniques to help them cope with academic pressure, but this intervention often only addresses the symptoms, failing to transform academic stress into a resource for growth, and failing to reveal and apply the key mediating psychological mechanism of "academic level → sense of meaning in life → psychological well-being."

[0004] The main shortcomings of the aforementioned commonly used techniques lie in their failure to fully utilize the positive value of academic achievement itself, and their failure to reveal and effectively apply the key mediating psychological mechanism of "academic level → sense of meaning in life → psychological well-being." This results in existing interventions often being disconnected from students' main learning experiences, leading to limited and unsustainable effects. Therefore, developing a systematic, efficient, and replicable method to enhance the psychological well-being of high school students has significant practical implications and application value. Summary of the Invention

[0005] To address the aforementioned issues, this invention aims to provide a system and method for precisely enhancing the psychological well-being of high school students through a systematic assessment and intervention process. This system leverages academic achievement to improve students' sense of meaning in life, thereby enhancing their psychological well-being. More specifically, by combining digital assessment tools with differentiated intervention strategies, this invention targets the specific group of high school students and uses scientific assessment, classification, and intervention methods to establish a pathway from "academic success" to "psychological well-being," achieving a precise enhancement of psychological well-being.

[0006] The technical solution adopted by this invention to solve the technical problem is: a system for precisely improving the psychological well-being of high school students based on dual-dimensional assessment, comprising the following modules: Joint assessment and data collection module: Using a digital assessment system, objective academic level data (grade percentile ranking in the three most recent major exams) and subjective psychological scale data (Meaning of Life Scale (MLQ) and Flourishing Scale) are collected from students. At the same time, demographic variables (gender, type of junior high school) are collected as control variables. Student group classification module: Based on the collected academic level and life meaning scores, students are divided into four categories: A (academic excellence - high sense of meaning), B (academic excellence - sense of meaning to be improved), C (academic improvement needed - high sense of meaning), and D (academic improvement needed - sense of meaning to be improved). Differentiated intervention implementation module: Implement precise differentiated intervention strategies for different categories of students, including the "meaning reinforcement and radiation" strategy for Category A students, the "multi-goal exploration" strategy for Category B students, the "strengths transfer and confidence reconstruction" strategy for Category C students, and the "value discovery and small success experience" strategy for Category D students. Teacher-Parent Collaborative Empowerment Module: Trains teachers to act as "meaning mentors," using meaningful feedback language and structured reflection guidance; guides parents to communicate with their children on a value level through a family meaning dialogue handbook; The dynamic tracking and feedback module for intervention effects: In the 3rd and 6th months after the intervention, the assessment system is reused for post-testing. Through the system's built-in mediation effect analysis module, the changes in the path coefficients of "academic level → sense of meaning in life → psychological well-being" before and after the intervention are quantified, and intervention effect reports at the individual and group levels are generated.

[0007] The specific classification criteria in the student group classification module are as follows: Category A: Students whose academic performance ranks in the top 40% and whose sense of meaning in life scores are higher than the overall average; Category B: Students whose academic performance ranks in the top 40% but whose sense of meaning in life needs improvement; Category C: Students whose academic performance ranks in the bottom 60% but whose sense of meaning in life scores are higher than the overall average; Category D: Students whose academic performance ranks in the bottom 60% and whose sense of meaning in life needs improvement.

[0008] The differentiated intervention implementation module includes intervention strategies for Category B students, such as using a science history case library and career planning tools to guide them to break through the single path of "only focusing on grades" and discover interests and value goals outside of academics.

[0009] The intervention strategies for Category D students in the differentiated intervention implementation module include using a non-academic strengths identification scale to help them discover their own strengths and accumulating successful experiences by setting and completing small, achievable academic or non-academic goals.

[0010] The teacher-parent collaborative empowerment module includes training teachers to use "meaningful feedback language," such as, "Your problem-solving approach this time was very clear, and this spirit of exploration will help you in many areas in the future," as well as "structured reflection guidance," such as, "Besides being used for exams, what other phenomena in life can this knowledge point help us understand?"

[0011] The intervention effect dynamic tracking and feedback module reuses the assessment system of the joint assessment and data collection module and conducts mediation effect analysis to quantify the changes in the path coefficients of "academic level → sense of meaning in life → psychological well-being" before and after the intervention.

[0012] A method for precisely enhancing the psychological well-being of high school students based on a two-dimensional assessment system includes the following steps: S1. Conduct joint assessment and data collection; S2. Classify student groups based on the collected data; S3. Implement differentiated intervention strategies for different categories of students; S4. Empower teachers and parents collaboratively; S5. Quantify the intervention effect through the dynamic tracking and feedback module.

[0013] The differentiated intervention strategy is implemented according to the classification criteria.

[0014] The system further includes an electronic device comprising a memory, a processor, and a computer program stored in the memory and executable on the processor, wherein the processor executes the program to implement the steps of the method described above.

[0015] A computer-readable storage medium having a computer program stored thereon that, when executed by a processor, implements the steps of the above-described method.

[0016] Compared with the prior art, the present invention has the following significant advantages: Existing technologies mostly focus on alleviating surface symptoms, failing to reveal the key mediating psychological mechanism of "academic performance → sense of meaning in life → psychological well-being." This invention, for the first time, transforms the empirical research findings into an operational educational intervention process. It addresses the issue from the perspective of internal psychological mechanisms, opening up the pathway between academic success and psychological well-being by enhancing the sense of meaning in life. This approach achieves both symptomatic relief and root cause treatment, fundamentally solving the problem of improving psychological well-being among high school students.

[0017] Traditional intervention methods are often "extensive" and lack specificity, resulting in limited effectiveness. This invention, through joint assessment and data collection, comprehensively acquires information on students' academic performance and psychological state, and accordingly accurately divides students into four different groups. Differentiated intervention strategies are then implemented for each group, ensuring that intervention measures precisely match students' actual needs, greatly improving intervention efficiency and effectiveness, and avoiding resource waste.

[0018] This invention constructs a complete closed-loop system encompassing five stages: assessment, classification, intervention, empowerment, and follow-up. The assessment stage provides a scientific basis for subsequent classification and intervention; the classification stage ensures the accuracy of intervention; the intervention stage directly impacts students' psychology; the teacher-parent collaborative empowerment stage creates a supportive environment for students; and the dynamic tracking and feedback stage assesses the intervention effect through quantitative analysis of data before and after intervention, and optimizes subsequent intervention plans based on the results, forming a virtuous cycle of continuous improvement and ensuring the system's effectiveness and adaptability.

[0019] Existing mental health intervention methods often rely on specific, expensive equipment or a severe shortage of professionals, making them difficult to widely implement in secondary schools. This invention primarily relies on digital assessment systems, training methods, and data systems, exhibiting low dependence on hardware and standardized, regulated operating procedures that are easy for teachers and parents to master and implement. Therefore, this method is suitable for widespread application in most secondary school environments in my country, possessing broad applicability and operability, and can effectively improve the overall level of mental health education for high school students in my country.

[0020] In practical applications, the implementation of this invention resulted in an average 15% increase in the life meaning score of Category B students and an average 12% increase in the psychological well-being score of Category D students, demonstrating a significant enhancement of the mediating path effect. These specific data fully demonstrate the effectiveness and reliability of this invention in improving the psychological well-being of high school students, providing strong empirical support for the widespread application of the method. Attached Figure Description

[0021] Figure 1 This is a flowchart of the implementation process of the present invention.

[0022] Figure 2 This invention provides a four-quadrant diagram for classifying student groups. Detailed Implementation

[0023] Before detailing the specific implementation methods of this invention, it should be clarified that this invention is a system and method for precisely enhancing the psychological well-being of high school students based on a dual-dimensional assessment of academic performance and life meaning. It aims to enhance students' sense of life meaning through a systematic assessment and intervention process, thereby improving their psychological well-being. The invention will be described in detail below with reference to the accompanying drawings and embodiments.

[0024] in Figure 1 This invention demonstrates a complete implementation process, starting with joint assessment and data collection, through student group classification, differentiated intervention implementation, teacher-parent collaborative empowerment, and finally to dynamic tracking and feedback of intervention effects. The flowchart clearly explains the logical relationships and sequence between each step, ensuring the systematic and orderly implementation process. Figure 2 The results of classifying students based on their academic performance and sense of meaning in life were visually presented using a four-quadrant chart. The horizontal axis represents academic performance (top 40% is high, bottom 60% is low), and the vertical axis represents sense of meaning in life scores (above the overall mean is high, below the overall mean is low). The four quadrants correspond to students in categories A (academic excellence - high sense of meaning), B (academic excellence - sense of meaning needs improvement), C (academic need improvement - high sense of meaning), and D (academic need improvement - sense of meaning needs improvement), providing a clear classification basis for subsequent differentiated interventions.

[0025] A system for precisely improving the psychological well-being of high school students based on a two-dimensional assessment includes the following modules: Joint assessment and data collection module: Using a digital assessment system, objective academic level data (grade percentile ranking in the three most recent major exams) and subjective psychological scale data (Meaning of Life Scale (MLQ) and Flourishing Scale) are collected from students. At the same time, demographic variables (gender, type of junior high school) are collected as control variables. Student group classification module: Based on the collected academic level and life meaning scores, students are divided into four categories: A (academic excellence - high sense of meaning), B (academic excellence - sense of meaning to be improved), C (academic improvement needed - high sense of meaning), and D (academic improvement needed - sense of meaning to be improved). Differentiated intervention implementation module: Implement precise differentiated intervention strategies for different categories of students, including the "meaning reinforcement and radiation" strategy for Category A students, the "multi-goal exploration" strategy for Category B students, the "strengths transfer and confidence reconstruction" strategy for Category C students, and the "value discovery and small success experience" strategy for Category D students. Teacher-Parent Collaborative Empowerment Module: Trains teachers to act as "meaning mentors," using meaningful feedback language and structured reflection guidance; guides parents to communicate with their children on a value level through a family meaning dialogue handbook; The dynamic tracking and feedback module for intervention effects: In the 3rd and 6th months after the intervention, the assessment system is reused for post-testing. Through the system's built-in mediation effect analysis module, the changes in the path coefficients of "academic level → sense of meaning in life → psychological well-being" before and after the intervention are quantified, and intervention effect reports at the individual and group levels are generated.

[0026] The system also includes an electronic device comprising a memory, a processor, and a computer program stored in the memory and executable on the processor. When the processor executes the program, it implements the steps of a method for improving evaluation using the system. It also includes a computer-readable storage medium storing a computer program that, when executed by the processor, addresses the shortcomings of methods for precisely improving the psychological well-being of high school students based on a dual-dimensional assessment of academic performance and life meaning.

[0027] like Figure 1-2 As shown, taking 200 first-year high school students as an example, the specific steps of implementing this invention are as follows: S1, Joint Assessment and Data Collection Using an online digital assessment system, objective academic data on students was first collected, including their grade percentile rankings in the three most recent major exams. Simultaneously, subjective psychological scales were used to collect students' scores on life meaning (MLQ scale) and mental well-being. In addition, demographic variables such as students' gender and type of junior high school were collected as control variables.

[0028] S2, Student Group Classification Based on the data collected in S1, the system automatically calculates each student's academic level and sense of meaning in life scores, and then... Figure 2 The four-quadrant classification system shown divides students into four categories: A, B, C, and D. The specific classifications are as follows: Category A (Academic Excellence - High Sense of Meaning): 55 people who rank in the top 40% academically and whose sense of meaning in life is higher than the overall average.

[0029] Category B (Academic Excellence - Need for Improved Sense of Meaning): 25 people who rank in the top 40% academically but whose sense of meaning in life is below the overall average.

[0030] Category C (Academic Performance Needs Improvement - High Sense of Meaning Group): Students ranked in the bottom 60% academically, but scored higher than the overall average in terms of life meaning, totaling 40 people.

[0031] Category D (Academic Performance Needs Improvement - Sense of Meaning Needs Improvement): Students ranked in the bottom 60% of their class academically and whose sense of meaning in life scores were below the overall average, totaling 80 people.

[0032] S3, Differentiated Intervention Implementation For the different student groups categorized in S2, implement precise and differentiated intervention strategies: Category A students: Implement a "meaning reinforcement and outreach" strategy. Through group discussions and sharing sessions, guide them to summarize their academic success experiences and connect their academic goals with broader life narratives (such as social contributions and scientific exploration). Simultaneously, encourage them to serve as peer mentors, sharing their experiences with other students to strengthen their sense of meaning.

[0033] Category B students: A 6-week "Multi-Goal Exploration Workshop" will be offered. Utilizing resources such as a science history case study database and career planning tools, the workshop will guide students to break away from the single path of "score-only" and discover their interests and values ​​beyond academics, thus preventing "empty heart syndrome".

[0034] Category C students: Primarily guided by their homeroom teachers through individualized instruction integrated into daily teaching, implementing a "strengths transfer and confidence reconstruction" strategy. Their sources of meaning in non-academic areas (such as strong social, artistic, or athletic talents) are fully affirmed, and they are assisted in transferring the confidence, methods, and sense of value gained from these strengths to academic challenges.

[0035] Category D students: Implement the "Value Discovery and Small Success Experiences" strategy. Use the "Non-Academic Strengths Identification Scale" to help them discover their own strengths. By setting and completing small, achievable academic or non-academic goals, they accumulate successful experiences and gradually rebuild a sense of control and value in their lives. The specific format is "Value Discovery Group Counseling" once a week, for a total of 8 sessions.

[0036] S4, Teacher-Parent Collaborative Empowerment For teachers: Conduct a "Meaning Mentor" workshop training for all teachers, training them to act as "Meaning Mentors" and use "meaningful feedback language" (such as: "Your problem-solving approach this time is very clear, and this spirit of exploration will help you in many fields in the future") and "structured reflection guidance language" (such as: "Besides being used for exams, what other phenomena in life can this knowledge point help us understand?") in their daily teaching.

[0037] For parents: Distribute an electronic version of the "Family Meaningful Dialogue Guide" to all parents, instructing them to communicate with their children on the levels of "interests-dreams-values" through the family meaningful dialogue manual, reduce utilitarian questioning, change the family atmosphere, and jointly promote the students' mental health development.

[0038] S5. Dynamic tracking and feedback of intervention effects At 3 and 6 months after the intervention, the assessment system in S1 was reused for post-tests. Using the system's built-in mediation effect analysis module, the changes in the path coefficients of "academic level → sense of meaning in life → psychological well-being" before and after the intervention were quantified, generating intervention effect reports at the individual and group levels. Post-test results showed that students in category B had an average increase of 15% in their sense of meaning in life scores, and students in category D had an average increase of 12% in their psychological well-being scores, demonstrating a significant enhancement in the mediation path effect value and proving the effectiveness and accuracy of the invention.

[0039] Through the above specific implementation methods, a transformation path from "academic success" to "psychological well-being" has been successfully realized, providing a systematic, efficient, and replicable method for improving the psychological well-being of high school students.

Claims

1. A system for precisely enhancing the psychological well-being of high school students based on a two-dimensional assessment, characterized by: Includes the following modules: Joint assessment and data collection module: Using a digital assessment system, objective academic level data of students is collected, including the percentile ranking of the grade in the three most recent major exams and subjective psychological scale data, including the Meaning of Life Scale (MLQ) and the Mental Well-being Scale. At the same time, demographic variables, including gender and junior high school type, are collected as control variables. Student Group Classification Module: Based on the collected academic level and life meaning scores, students are divided into four categories: Category A (academic excellence - high sense of meaning); Category B (academic excellence - sense of meaning to be improved); Category C (academic improvement needed - high sense of meaning); and Category D (academic improvement needed - sense of meaning to be improved). Differentiated intervention implementation module: Implement precise differentiated intervention strategies for different categories of students, including "meaning reinforcement and radiation" strategy for Category A students, "multi-goal exploration" strategy for Category B students, "strengths transfer and confidence reconstruction" strategy for Category C students, and "value discovery and small success experience" strategy for Category D students. Teacher-Parent Collaborative Empowerment Module: Trains teachers to act as "meaning mentors," using meaning-based feedback language and structured reflection guidance; guides parents to communicate with their children on a value level through a family meaning dialogue handbook; The dynamic tracking and feedback module for intervention effects: In the 3rd and 6th months after the intervention, the assessment system is reused for post-testing. Through the system's built-in mediation effect analysis module, the changes in the path coefficients of "academic level → sense of meaning in life → psychological well-being" before and after the intervention are quantified, and intervention effect reports at the individual and group levels are generated.

2. The system for precisely enhancing the psychological well-being of high school students based on dual-dimensional assessment as described in claim 1, characterized in that: The specific classification criteria in the student group classification module are as follows: Category A: Students whose academic performance ranks in the top 40% and whose sense of meaning in life scores are higher than the overall average; Category B: Students whose academic performance ranks in the top 40% but whose sense of meaning in life needs improvement; Category C: Students whose academic performance ranks in the bottom 60% but whose sense of meaning in life scores are higher than the overall average; Category D: Students whose academic performance ranks in the bottom 60% and whose sense of meaning in life needs improvement.

3. The system for precisely improving the psychological well-being of high school students based on dual-dimensional assessment as described in claim 1, characterized in that: The intervention strategies for Category B students in the differentiated intervention implementation module include using a science history case library and career planning tools to guide them to break through the single path of "only focusing on grades" and discover interests and value goals outside of academics.

4. The system for precisely improving the psychological well-being of high school students based on dual-dimensional assessment as described in claim 1, characterized in that: The intervention strategies for Category D students in the differentiated intervention implementation module include using a non-academic strengths identification scale to help them discover their own strengths and accumulating successful experiences by setting and completing small, achievable academic or non-academic goals.

5. The system for precisely enhancing the psychological well-being of high school students based on dual-dimensional assessment as described in claim 1, characterized in that: The teacher-parent collaborative empowerment module includes training teachers to use "meaningful feedback language," such as "Your problem-solving approach this time was very clear, and this spirit of exploration will help you in many areas in the future," as well as "structured reflection guidance." 6. The system for precisely improving the psychological well-being of high school students based on dual-dimensional assessment as described in claim 1, characterized in that: The intervention effect dynamic tracking and feedback module reuses the assessment system of the joint assessment and data collection module and conducts mediation effect analysis to quantify the changes in the path coefficients of "academic level → sense of meaning in life → psychological well-being" before and after the intervention.

7. A method for improving the psychological well-being of high school students using a dual-dimensional assessment-based precision enhancement system as described in claim 1, characterized in that: Includes the following steps: S1. Conduct joint assessment and data collection; S2. Classify student groups based on the collected data; S3. Implement differentiated intervention strategies for different categories of students; S4. Empower teachers and parents collaboratively; S5. Quantify the intervention effect through the dynamic tracking and feedback module.

8. A method for precisely improving the psychological well-being of high school students based on dual-dimensional assessment, as described in claim 7, is characterized in that: The differentiated intervention strategy is implemented according to the classification criteria described in any one of claims 2 to 4.

9. A system for precisely enhancing the psychological well-being of high school students based on dual-dimensional assessment, as described in claim 1 or 7, characterized in that: The system further includes an electronic device comprising a memory, a processor, and a computer program stored in the memory and executable on the processor, wherein the processor executes the program to implement the steps of the method as described in claim 7 or 8.

10. A computer-readable storage medium having a computer program stored thereon, characterized in that: When the program is executed by the processor, it implements the steps of the method as described in claim 7 or 8.

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