Research on Psychological Empowerment and Positive Behavior Among College Students from the Perspective of Practice-Based Education

In the process of fulfilling the fundamental mission of fostering virtue through education, practice-based education serves as a pivotal component of university ideological and political education systems, as well as a crucial arena for shaping students’ psychological qualities and guiding behavioral development. This paper examines practice-based education from a research perspective, integrating insights from empowerment theory and positive psychology to define the core concepts of practice-based education, psychological empowerment, and positive student behavior. It analyzes the intrinsic logical relationships among these three dimensions, identifies current challenges in cultivating psychological empowerment and positive behaviors within practical educational contexts, and proposes targeted improvement strategies. The study concludes that practice-based education provides the practical foundation for psychological empowerment, which acts as an internal mediator in stimulating positive student behavior, while such behavior ultimately manifests the outcomes of educational efforts. Achieving this requires coordinated efforts across multiple dimensions—including scenario enhancement, individual empowerment, targeted interventions, mechanism refinement, and multi-stakeholder collaboration—to realize the dual objectives of cultivating character through practice and promoting action via empowerment, thereby offering theoretical insights for universities to improve the effectiveness of practice-based education and nurture future generations capable of shouldering the great mission of national rejuvenation.

Keywords: practice-based education, college students, psychological empowerment, positive behavior, ideological and political education.