The Effectiveness of Movie-Based Learning in Positive Psychology on Stress Management, Strengths Identification, and Self-Esteem Among Pre-university Students

Author Information

Witsanu Supandee, King Mongkut’s University of Technology Thonburi, Thailand
Chitphon Yachulawetkunakorn, King Mongkut’s University of Technology Thonburi, Thailand

Abstract

In the 21st century, films have been increasingly utilized as educational tools to enhance learners’ cognitive, emotional, and social skills. However, few studies have explored their potential in the field of positive psychology. This study examined the effectiveness of the Movie-Based Learning in Positive Psychology (MBL-PP) model on stress management, strengths identification, and self-esteem among 83 pre-university students. A quasi-experimental pretest–posttest design without a control group was employed. The intervention consisted of watching selected films, attending a lecture on positive psychology to promote fundamental knowledge, and analyzing main characters’ behaviors based on positive psychology principles to recognize personal strengths. Students also participated in peer discussions using the Johari Window as a tool to explore and analyze their own strengths. Through these activities, they reflected on their personal strengths and recorded their experiences in the Best Possible Self journal. Pre- and post-intervention assessments were conducted to measure changes in stress management, strengths identification, and self-esteem. Results revealed statistically significant improvements in all three variables (p < 0.05). These findings demonstrate that MBL-PP is an effective pedagogical approach to promote psychological well-being and fosters the development of personal strengths among pre-university students.

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