PERMA-Based Mobile Psychological Intervention With and Without Telephone Support for University Students

Official title

Efficacy of a Positive Psychology-Based Psychological Intervention Grounded in the PERMA Model Delivered Via Smartphone App, With and Without Telephone Multiconference Support, for the Promotion of Psychological Well-Being in University Students

Overview

University students face increasing academic and psychosocial demands that place them at risk of reduced psychological well-being. Positive psychology interventions have demonstrated efficacy in promoting mental health; however, few are grounded explicitly in Seligman's PERMA model and adherence to digital interventions remains limited. This randomized controlled trial aims to evaluate the efficacy of a brief PERMA-based psychological intervention delivered via a smartphone application, with and without supplementary telephone multiconference support, compared to a waiting list control group. The intervention consists of five weekly modules targeting Positive Emotion, Engagement, Relationships, Meaning, and Accomplishment. Assessments will be conducted at baseline, post-intervention, and at six-month follow-up.

Interventions

• Behavioral App Based PERMA intervention
  The PPIA intervention is a structured psychological program grounded in the PERMA model of well-being (Seligman, 2011). This model proposes that long-term flourishing depends on developing five pillars: Positive Emotion, Engagement, Relationships, Meaning, and Accomplishment. The intervention is further supported by the broaden-and-build theory of positive emotions (Fredrickson, 2001), flow theory (Csikszentmihalyi, 1990), research on character strengths and positive relationships (Peterson \& S
• Behavioral App Based PERMA intervention plus telephone multiconference
  The PPIA intervention is a structured psychological program grounded in the PERMA model of well-being (Seligman, 2011). This model proposes that long-term flourishing depends on developing five pillars: Positive Emotion, Engagement, Relationships, Meaning, and Accomplishment. The intervention is further supported by the broaden-and-build theory of positive emotions (Fredrickson, 2001), flow theory (Csikszentmihalyi,1990), research on character strengths and positive relationships (Peterson \& Se

Primary outcome measures

• Change from baseline emotional well-being to post-intervention (5 weeks) and 6-month follow-up [Time frame: Pre- and post -intervention (5 weeks) and 6-month follow-up]
• Change from baseline well-being to post-intervention (5 weeks) and 6-month follow-up [Time frame: Pre- and post -intervention (5 weeks) and 6-month follow-up.]

Eligibility criteria

Inclusion criteria

• Being an actively enrolled university student at the University of Santiago de Compostela (USC)
• Having access to a smartphone with an internet connection.

Exclusion criteria

• Having a current diagnosis of severe psychiatric disorder, including major depressive disorder with psychotic features, bipolar disorder, schizophrenia, severe cognitive impairment, dissociative disorders, or active substance dependence
• Having started psychological or psychopharmacological treatment within the two months prior to the study or participating in another mental health-related study
• Having insufficient proficiency in Spanish, or presenting sensory, cognitive, or physical impairments that would prevent engagement with the intervention
• Planning to move out of Galicia within the next 12 months.

Criteria are shown verbatim from the registry (in English). Final eligibility is always assessed by the study center.

Healthy volunteers: Yes

Study design

Allocation

Randomized

Model

Parallel assignment

Masking

Single blind

Primary purpose

Prevention

Study locations

Center list to be confirmed — check the primary protocol.

Publications

• Miltenberger, R. G. (2012). Behavior Modification: Principles and Procedures (5th ed). Wadsworth/Thomson Learning.
• Fredrickson BL. The role of positive emotions in positive psychology. The broaden-and-build theory of positive emotions. Am Psychol. 2001 Mar;56(3):218-26. doi: 10.1037//0003-066x.56.3.218. PMID 11315248
• Locke EA, Latham GP. Building a practically useful theory of goal setting and task motivation. A 35-year odyssey. Am Psychol. 2002 Sep;57(9):705-17. doi: 10.1037//0003-066x.57.9.705. PMID 12237980
• Tennant R, Hiller L, Fishwick R, Platt S, Joseph S, Weich S, Parkinson J, Secker J, Stewart-Brown S. The Warwick-Edinburgh Mental Well-being Scale (WEMWBS): development and UK validation. Health Qual Life Outcomes. 2007 Nov 27;5:63. doi: 10.1186/1477-7525-5-63. PMID 18042300
• Keyes CL. The mental health continuum: from languishing to flourishing in life. J Health Soc Behav. 2002 Jun;43(2):207-22. PMID 12096700
• Dweck, C. S. (2006). Mindset: The new psychology of success. Random house.
• Steger, M. F. (2009). Meaning in life. In S. J. Lopez & C. R. Snyder (Eds.), The Oxford handbook of positive psychology (2nd ed., pp. 679-687). Oxford University Press.
• Reis, H. T., & Gable, S. L. (2003). Toward a positive psychology of relationships. In C. R. Snyder & S. J. Lopez (Eds.), Handbook of positive psychology (pp. 129-159). Oxford University Press.

Identifiers

NCT: NCT07466004 · USC-003/2026-H

Primary sources (government registries)

• ClinicalTrials.gov (US NIH)

View this study on ClinicalTrials.gov ↗