Positive psychology interventions in higher education can be pivotal in reducing depression rates among university students while also enhancing their optimism and well-being. This study aims to examine the effectiveness of implementing a 15-week group intervention on a sample of 194 students who were assigned to either the intervention group (N = 126) or the control group (N = 68). Utilizing a quasi-experimental design with experimental and control conditions, pre- and post-intervention measures were administered to assess depression, optimism, pessimism, and perseverance towards long-term goals. Specifically, the Life Orientation Test-Revised (LOT-R), the Center for Epidemiologic Studies Depression Scale (CES-D), the Attributional Style Questionnaire (ASQ), and the GRIT Scale were employed. The results indicate that students in the experimental group reported significantly higher levels of optimism and reduced depression rates compared to the control group, where no significant differences were observed between pre- and post-intervention outcomes. In conclusion, the implementation of the Hallenges group intervention program may be effective in contributing to the well-being of university students. However, further research is needed to refine and enhance this intervention and to apply it across different university grades and courses.

Objetivo: El artículo analiza cuáles son los factores sociodemográficos, rasgos de personalidad y variables endógenas y exógenas de viabilidad que ejercen una mayor influencia en la conducta del estudiante emprendedor de los grados universitarios de enfermería y fisioterapia. Método: El esquema teórico se basa en el modelo del potencial emprendedor de Krueger y Brazeal, desarrollado a partir de los modelos del evento emprendedor de Shapero y Sokol, y de la teoría de la conducta planificada de Ajzen. El estudio identifica las variables clave en la percepción de deseabilidad y viabilidad que afectan directamente a la credibilidad emprendedora del estudiante. La muestra está formada por 302 estudiantes de grados de ciencias de la salud (122 de enfermería y 180 de fisioterapia).Resultados: La ecuación del modelo de credibilidad emprendedora determina la gran incidencia de las variables de percepción de viabilidad, especialmente de la autoeficacia y de la creatividad e innovación. El modelo incluye también las variables de esfuerzo y perseverancia, desempleo y financiación. Conclusiones: Los programas formativos orientados al desarrollo de la competencia del emprendimiento serán efectivas, si inciden en factores de personalidad como apertura, propensión al riesgo, responsabilidad y motivación del logro, pues todas ellas inciden directamente en la variable clave de creatividad e innovación.El estudio también destaca que los estudiantes de fisioterapia son más emprendedores que los estudiantes de enfermería.

Positive psychology interventions in higher education can be pivotal in reducing depression rates among university students while also enhancing their optimism and well-being. This study aims to examine the effectiveness of implementing a 15-week group intervention on a sample of 194 students who were assigned to either the intervention group (N=126) or the control group (N=68). Utilizing a quasi-experimental design with experimental and control conditions, pre- and post-intervention measures were administered to assess depression, optimism, pessimism, and perseverance towards long-term goals. Specifically, the Life Orientation Test-Revised (LOT-R), the Center for Epidemiologic Studies Depression Scale (CES-D), the Attributional Style Questionnaire (ASQ), and the Grit Scale were employed. The results indicate that students in the experimental group reported significantly higher levels of optimism and reduced depression rates compared to the control group, where no significant differences were observed between pre- and post-intervention outcomes. In conclusion, the implementation of the Hallenges group intervention program may be effective in contributing to the well-being of university students. However, further research is needed to refine and enhance this intervention and to apply it across different university grades and courses.