The current experience sampling study examined the change in distinct daily positive and negative emotions of 136 students (aged 10–12) participating in the Flourishing Students program. Students completed smartphone-based questionnaires covering emotions, daily activities, and social context at eight semi-random intervals for six days. Using a cluster randomized design, 70 students participated in 32 well-being lessons, and 66 students followed their standard curriculum. The findings suggest that the intervention had a buffering effect on the increase in daily negative emotions that is typical during early adolescence. Moreover, participants in the program experienced positive changes in feeling less lonely and increased levels of calmness and enjoyment of being alone. Noticed in several daily activities were similar differences between the groups. The intervention effect was slightly more pronounced in girls than boys. Overall, we hope to encourage incorporation of positive psychology into education and to broaden the scope of evaluation methods.

当前的经验抽样研究检查了参加“蓬勃发展的学生”计划的 136 名学生（10-12 岁）的不同日常积极和消极情绪的变化。学生以 8 个半随机的时间间隔完成基于智能手机的问卷调查，涵盖情绪、日常活动和社会背景，为期六天。使用整群随机设计，70 名学生参加了 32 节健康课程，66 名学生遵循了他们的标准课程。研究结果表明，干预对青少年早期典型的日常负面情绪的增加具有缓冲作用。此外，该计划的参与者经历了积极的变化，感觉不那么孤独，平静和享受独处的乐趣增加了。在几项日常活动中注意到各组之间存在相似的差异。女孩的干预效果略显着于男孩。总体而言，我们希望鼓励将积极心理学纳入教育并扩大评估方法的范围。