Graduation Year
2026
Document Type
Ed. Specalist
Degree
*Ed.S.
Degree Name
Education Specialist (Ed.S.)
Degree Granting Department
Educational and Psychological Studies
Major Professor
Shannon Suldo, Ph.D.
Committee Member
Kahlila Lawrence, Ph.D.
Committee Member
John Ferron, Ph.D.
Committee Member
Nathaniel von der Embse, Ph.D.
Keywords
Well-Being, Univeristy, Complete Mental Health, School-Based Mental Health
Abstract
Universities currently face a growing public health concern regarding college students’ mental health and well-being (Hobbs et al., 2022; Sheldon et al., 2021). Given this, research has explored experiences that are advantageous for students’ overall well-being, including courses on positive psychology and service-learning experiences that may promote flourishing (Hobbs et al., 2022; Maples et al., 2022). Service-learning is also well situated to support undergraduate career development (Collison & Eck, 2022). Kranzler et al. (2011) described how the pedagogical approach of service-learning aligns well with positive psychology, leading them to implement a positive psychology service-learning course. However, to date, no study has evaluated this type of instructional model. The present study explores college student outcomes associated with EDG3361: “Positive Psychology in the Schools”, a positive psychology service-learning course at the University of South Florida. Quantitative data on subjective well-being, psychological distress, and career intentions were drawn from 67 students in four sections of EDG3361 and 63 students in four sections of a comparison course in mental health, SPS 3003: “Meaning of Madness” during the Spring of 2025. Participants completed measures on three occasions (pre, mid, and post-semester). Data was analyzed using hierarchical linear modeling to assess differential effects across the courses. Results of the study reveal significant growth in life satisfaction among both groups, and no significant differential course by time interaction effects across indicators of subjective well-being, psychological distress, and career intentions. Baseline career intention scores were a significant predictor of post-course scores. Descriptive statistics exploring course factors that impacted career intentions found course instructor, activities in the course, and course content as the most frequently endorsed. This study provides preliminary data on potential course outcomes and provides suggestions for future research and practice.
Scholar Commons Citation
Williams, Cydney E., "Examining the Impact of a Positive Psychology Service-Learning Experience on Undergraduates’ Mental Health and Career Intentions" (2026). USF Tampa Graduate Theses and Dissertations.
https://digitalcommons.usf.edu/etd/11441
