Previous studies have reported that adolescents were at higher risk for mental health disorders during and after the COVID-19 pandemic due to the characteristics of their developmental period and to the impact of social and mobility restrictions on their daily routines. In response to these reports, we designed, implemented, and evaluated the impact of a brief positive psychological intervention in a high school setting to increase adolescents’ psychological well-being during the COVID-19 pandemic. A pre-post experimental study was conducted to compare the levels of anxiety, academic motivation, and performance changes in an experimental and control group. A final sample of 148 students from two Spanish high schools of the Catalan region participated in the study (M_age = 12.45; 48% female). Results showed that participants in the experimental group reported a reduction in anxiety and an increase in global motivation levels compared to the control group. Regression analyses also revealed that the intervention was a significant predictor of reduced anxiety, increased motivation, and fewer failed subjects, while high anxiety predicted decreased performance and reduced motivation. These findings suggest that brief positive psychological interventions implemented in high school classrooms could be a cost-effective and systemic preventive measure for increasing adolescents’ psychological well-being and strengthening their general mental health both during and after periods of pandemic restrictions.

此前的研究报告称，由于青少年发育时期的特点以及社交和行动限制对其日常生活的影响，在COVID-19大流行期间和之后，青少年患精神健康障碍的风险较高。针对这些报告，我们设计、实施并评估了在高中环境中进行的短暂积极心理干预的影响，以提高青少年在 COVID-19 大流行期间的心理健康。进行了一项前后实验研究，以比较实验组和对照组的焦虑水平、学业动机和表现变化。来自加泰罗尼亚地区两所西班牙高中的 148 名学生最终样本参与了这项研究（M _{ag e} = 12.45；48% 为女性）。结果显示，与对照组相比，实验组参与者的焦虑有所减轻，总体动机水平有所提高。回归分析还显示，干预是减少焦虑、增加动机和减少失败受试者的重要预测因素，而高度焦虑则预示着表现下降和动机降低。这些研究结果表明，在高中课堂实施简短的积极心理干预措施可能是一种具有成本效益的系统性预防措施，可以在大流行限制期间和之后提高青少年的心理健康并加强他们的总体心理健康。