We tested whether a psychoeducational course improved well-being in three cohorts. Study 1 found significantly higher mental well-being in first year undergraduates who took the course compared to a waiting-list control. Study 2 revealed that students taking the course when COVID-19 restrictions began did not experience increases in mental well-being but had significantly higher well-being than a third matched group. In Study 3, an online course increased mental well-being in University students and staff during a COVID-19 lockdown. These findings support the claim that psychoeducational courses are beneficial in both live and online formats and in times of collective uncertainty.

我们测试了心理教育课程是否能改善三个队列的幸福感。研究 1 发现，与等候名单对照组相比，参加该课程的一年级本科生的心理健康状况明显更高。研究 2 显示，在 COVID-19 限制开始时参加该课程的学生并未体验到心理健康的增加，但其幸福感明显高于第三个匹配组。在研究 3 中，在线课程在 COVID-19 锁定期间提高了大学生和教职员工的心理健康。这些发现支持这样一种说法，即心理教育课程在直播和在线形式以及集体不确定时期都是有益的。