Abstract

Mexico is consistently portrayed as a happy country. Research endeavors, both national and international, show that Mexicos levels of happiness are favorable, although little has been done regarding specific measurement underpinnings. There is a constant debate on whether happiness should be measured in terms of frequency or intensity of positive affect over negative affect (Diener, Sandvik, & Pavot, 2009), although some consensus points toward frequencys superiority over intensity of emotions. Some authors insist that frequency can me more easily and accurately measured than intensity, allowing for cross-person metric comparisons. This research put to test the frequency-intensity debate by providing several conceptual frameworsk that accentuated one over the other, allowing people to decide how they defined their own happiness. Two independent samples (n1 = 158, n2 = 583) of Mexican men and women provided insights on whether happiness in Mexico is defined in terms of frequency or intensity. Once it was defined, happiness levels were compared between two groups showing that those who define happiness as “frequency” present higher levels of joy. This research supports the premise that happiness could be defined as the sum of frequent events, congruent with bottom-up approaches to happiness and wellbeing.

Abstract

The contemporary digital landscape offers unparalleled opportunities for educational innovation, particularly in enhancing student well-being through digital platforms. This proposal outlines a web app developed under the European project Happy Power, designed to improve university students' well-being by integrating Positive Psychological Interventions (PPIs) with user-friendly digital solutions. This app addresses common psychological challenges such as stress and loneliness, which are significant barriers to student success.

Drawing on the findings from "Positive Psychological Interventions (PPIs) in the age of COVID-19: on the potential impact of digital PPIs on loneliness" (Parks & Boucher, 2020), the app uses digital means to deliver psychological benefits remotely. It incorporates elements such as gamification and interactive features to encourage engagement and sustained usage, thereby enhancing students' educational experiences and psychological resilience.

Additionally, the integration of this tool into the university curriculum supports the emergent needs for digital literacy and educational innovation, reflecting broader economic and societal shifts towards digital transformation. This initiative aligns with the principles described in "Positive education: positive psychology and classroom interventions" (Seligman et al., 2009), advocating for an educational paradigm that balances psychological well-being with academic achievement.

Moreover, recent research by Kounenou et al. (2022) highlights the effectiveness of a 5-week group-based PPI in enhancing positive emotions, resilience, happiness, optimism, and self-esteem among university students. This study supports the app's approach by demonstrating that structured PPIs can effectively improve well-being and mental health outcomes in educational settings. The integration of various exercises such as gratitude letters, optimistic thinking, replaying positive experiences, and socializing, as evidenced in the study, can be adapted for digital delivery through the app, providing a scalable model to enhance student well-being.

The development and implementation of this web app within the academic setting are anticipated to not only improve individual student outcomes but also contribute to a more supportive and productive educational environment. The use of evidence-based PPIs in higher education, as demonstrated by the study's success in Greece, suggests that similar digital interventions can be beneficial globally. This represents a significant step towards integrating scientific insights from positive psychology with digital innovation, offering a scalable model for enhancing student well-being through technology.