After the end of the COVID-19 pandemic, the scale of international students coming to China has shown signs of recovery. Study-related exams have resumed, and students are gradually returning to offline classrooms, enhancing the overall study experience for international students in China. Major institutions have updated their application policies, introduced cooperative education programs, and established interdisciplinary majors, offering international students more pathways for pursuing their education. During this period of revitalization, exploring how to improve the quality and efficiency of education for international students in China has become an important issue. One increasingly prominent concern is the psychological well-being of international students at Chinese universities. Researching the current psychological health status and related mechanisms of international students in China is a crucial aspect of domestic research in the field of international education in China. Currently, research in this area tends to adopt a negative psychology perspective, focusing on issues such as cross-cultural adaptation, depression, anxiety, interpersonal sensitivity, and academic life stress among international students in China, while proposing solutions. Positive psychology, on the other hand, views psychology from the standpoint of exploring human beings’ highest aspirations and values. It suggests that psychology should shift from studying general or pathological individuals to studying the psychology of “healthy” individuals, uncovering ways to harness creative motivation and unleash human potential. This article aims to construct a path for the psychological well-being education of international students in China from the perspective of positive psychology. It provides different solutions to various issues and aims to assist international students in China in achieving a positive and healthy learning and living experience, with the hope of offering insights for improving the mechanisms for promoting the psychological well-being of international students at Chinese universities.

Ruixin Tan. Constructing the Path of Psychological Health Education for International Students in Chinese Universities from the Perspective of Positive Psychology. Frontiers in Educational Psychology (2023), Vol. 4, Issue 1: 42-51. https://doi.org/10.38007/JEP.2023.040105.

[1] Positive Psychology. https://www.zhihu.com/topic/19624666/intro.2023-09-24

[2] Cuifang Qiao. A Brief Discussion on Establishing a Psychological Service System for International Students in China. Journal of Higher Education, 2019(11):173-175. DOI: 10.19980/j.cn23-1593/g4.2019.11.058.

[3] Sheldon, K M, and L King. Why positive psychology is necessary. The American psychologist vol. 56, 3(2001):216-7.

[4] Jun Ren. The Theory Disquisition on Positive Psychology. Nanjing Normal University. PhD dissertation.

[5] Juan Ning, Huqiang Chen. The Psychological Significance and Educational Value of Positive Psychology. Forum on Contemporary Education, 2010(07):46-47.

[6] Seligman M E P. Csikszentmihalyi M. Positive psychology: An introduction. American Psychologist.2000.55

[7] Jun Tang. A Review of Positive Personality Traits Research. Data of Culture and Education. 2018, (30):116-117+81.

[8] Leo Tolstoy. Anna Karenina. Penguin Classics. 2003-1-30:1

[9] Guadalupe de la Iglesia G, Castro Solano A. The Positive Personality Model (PPM): Exploring a New Conceptual Framework for Personality Assessment. Front Psychol. 2018 Oct 25;9:2027. Doi: 10.3389/fpsyg.2018.02027. PMID: 30410462; PMCID: PMC6209641.

[10] Ed Diener. Subjective Well-Being: The Science of Happiness and a Proposal for a National Index. American Psychologist, 2000(4): 51-53

[11] Liu Yan, Xie Gang. Positive Psychology and College Mental Health Education. Journal of Higher Education Management.