The Complete State model of mental health differentiates between the dimensions of psychiatric disorders and wellbeing. The latter dimension is consistent with educators proactively creating learning-supportive curricular environments by, for example, translating the Basic Needs Satisfaction (BNS) theory into practical curricular strategies. One gap in the literature on curricular approaches to supporting student wellbeing is descriptions of innovations in the design of specific units focusing entirely on the psychological science of student self-management, success and wellbeing. The aim of this report was to address this gap by describing the nature and student evaluations of two such units. The curricula of these units, whose design and delivery were guided by BNS theory, are described. Institutional unit evaluation surveys over four years and eight unit deliveries revealed that the units were well received by students, regardless of variations in internal (e.g., online vs. flipped classroom mode of delivery) and external (e.g., presence of COVID-19 pandemic) factors. Moreover, students agreed with the statement that the unit “provided me with knowledge and skills I can apply”. By considering BNS theory during curriculum design and delivery, the success and wellbeing of students were supported while they learned about the science of wellbeing.

中文翻译：

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通过幸福心理科学的专门单元促进学生幸福：基本原理、性质和学生评价

心理健康的完整状态模型区分了精神疾病和幸福感的维度。后一个维度与教育工作者通过将基本需求满足 (BNS) 理论转化为实际的课程策略等主动创建支持学习的课程环境相一致。关于支持学生福祉的课程方法的文献中的一个空白是对特定单元设计创新的描述，完全专注于关于学生自我管理、成功和幸福的心理科学。本报告的目的是通过描述两个此类单元的性质和学生评价来解决这一差距。描述了这些单元的课程，其设计和交付以 BNS 理论为指导。四年和八个单元交付的机构单元评估调查显示，无论内部（例如，在线与翻转课堂交付方式）和外部（例如，COVID-19 大流行的存在）的变化如何，这些单元都受到学生的好评因素。此外，学生们同意该单元“为我提供了我可以应用的知识和技能”的说法。通过在课程设计和交付过程中考虑 BNS 理论，