Psychological and academic effects of curriculum-integrated wellbeing course in India: Evidence from undergraduate management students.

Concentration increased significantly for all students after completing the wellbeing course.

• Pre-intervention (T1) and post-intervention (T2) data were collected from 138 undergraduate management students at an Indian academic institution.
• Paired sample t-tests were used to analyze changes between T1 and T2.
• The finding held for the full sample of all students combined.
• Concentration was among the variables showing significant improvement after the wellbeing course intervention.

Wellbeing increased significantly for all students after completing the wellbeing course.

• Sample consisted of 138 undergraduate management students.
• Wellbeing was measured at pre-intervention (T1) and post-intervention (T2) time points.
• Paired sample t-tests confirmed significant improvement in wellbeing for the full student sample.
• The wellbeing course was curriculum-integrated at an Indian academic institution.

Depression reduced significantly for all students after completing the wellbeing course.

• Depression was one of five variables assessed: perceived academic competence, depression, concentration, social media addiction, and wellbeing.
• The reduction in depression was observed across the full sample of 138 students.
• Paired sample t-tests were conducted to analyze pre- and post-intervention differences.
• Depression reduction was identified as a significant finding for the overall student group.

Female students showed significant differences across all measured variables after the wellbeing course, whereas not all variables showed significant change for the overall sample.

• Paired sample t-tests were conducted separately for male and female students in addition to the full sample analysis.
• The five variables assessed were perceived academic competence, depression, concentration, social media addiction, and wellbeing.
• For female students, all five variables showed statistically significant differences between T1 and T2.
• For the overall sample, only concentration, wellbeing, and depression showed significant changes, suggesting perceived academic competence and social media addiction did not significantly change for the full group.
• The differential response by gender suggests female students may have benefited more broadly from the intervention.

The study used a pre-post intervention design with 138 undergraduate management students to evaluate a curriculum-integrated wellbeing course in India.

• The study setting was an Indian academic institution with undergraduate management students.
• Data collection occurred at two time points: pre-intervention (T1) and post-intervention (T2).
• The total sample size was 138 students.
• Variables included perceived academic competence, depression, concentration, social media addiction, and wellbeing.
• The statistical method was paired sample t-tests conducted for all students, and male and female students separately.

There is increasing concern regarding mental health of students in competitive environments, and some educational institutions are integrating positive psychology and wellbeing courses into their academic curricula.

• The paper notes a growing trend of educational institutions including courses on positive psychology and wellbeing in their academic curriculum.
• The study was motivated by concerns about student mental health in 'today's competitive world.'
• The intervention studied was a curriculum-integrated course rather than an extracurricular or clinical intervention.
• The study focused on undergraduate management students, a population considered to face significant academic and career-related pressures.