Benefits of Positive Psychology-Based Story Reading on Adolescent Mental Health and Well-Being
Open accessAbstract
The importance of complete mental health in school context has recently begun to attract a lot of attention. Positive psychology interventions are often associated with improvement in mental health outcomes, but few studies have examined whether story reading is an intervention that is linked with indicators of complete mental health. This study investigated the effects of story reading interventions on both positive and negative indicators of mental health over time for a group of Turkish grade 10 high school students (n = 53). These included 33 students in a story reading group and 20 in a control group for comparison. The results showed that story reading led to improvement in students' mindfulness, optimism, happiness, and positive emotions, and also caused reduction in depression, anxiety, pessimism, and other negative emotions over a 5-week period, with a small to large effect sizes. The obtained results are discussed in the context of their implications for potential psychological interventions in high school settings.
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Reading can decrease negative feelings such as stress and anxiety amongst adolescents.
“As well as inducing positive emotions, reading can also decrease negative feelings such as stress and anxiety amongst adolescents (Arslan et al., 2022).”
From How Does Reading Fiction Support Adolescents’ Wellbeing? A Qualitative Study Examining Positive Affect, Connection and Personal Growth (2025) · cites this paper as Arslan et al., 2022
The Discussion > Implications and Limitations reports reduced anxiety and negative emotions among Turkish high school students after a story-reading intervention. The paper does not report a reduction in stress, and its findings concern a specific positive psychology-based story-reading intervention rather than reading generally. (LLM, conf=0.88)
Experimental — accuracy not yet measuredEvidence suggests that group-based bibliotherapy may have superior long-term preventive effects on depression incidence compared to group CBT and psychoeducational pamphlet controls in adolescent populations.
“Although RCTs specifically evaluating this format remain limited, evidence suggests that the bibliotherapy group may be demonstrated superior long-term preventive effects on depression incidence compared to both group CBT and psychoeducational pamphlet controls, thereby potentially underscoring the added value of group-based delivery for adolescent populations (24, 56).”
From Recent developments in bibliotherapy for adolescent depression (2025) · cites this paper as [56]
The Results (Primary Analyses; page not supplied) report reduced depressive symptoms in the adolescent story-reading group compared with a control group. The study measured symptoms over five weeks, not long-term depression incidence, and did not compare story reading with group CBT or psychoeducational pamphlets. The Method (Participants; page not supplied) also says assignment was not random. (LLM, conf=0.88)
Experimental — accuracy not yet measuredReading has been proposed as a protective factor in mental health and forms the basis of a number of bibliotherapeutic and other reading-based interventions.
“Reading has been proposed as a protective factor in mental health and forms the basis of a number of ‘bibliotherapeutic’ and other reading‐based interventions (Arslan et al., 2022; Carney & Robertson, 2022; Dowrick et al., 2012).”
From A counterfactual and random intercept cross‐lagged panel analysis of the effects of reading frequency on adolescent mental health in a large longitudinal study (2026) · cites this paper as Arslan et al., 2022
Other studies have begun to uncover the roles of factors such as autonomous motivation, content, and form of engagement in reading.
“Indeed, other studies have begun to uncover the roles of factors such as autonomous motivation (Levine et al., 2022), content (Arslan et al., 2022), and form of engagement (Carney & Robertson, 2022).”
From A counterfactual and random intercept cross‐lagged panel analysis of the effects of reading frequency on adolescent mental health in a large longitudinal study (2026) · cites this paper as Arslan et al., 2022
Preliminary evidence suggested that reading positive psychology-based stories may have a positive impact on mental health in young readers.
“For example, preliminary evidence suggested that reading positive psychology‐based stories may have a positive impact on mental health in young readers (Arslan et al., 2022).”
From A counterfactual and random intercept cross‐lagged panel analysis of the effects of reading frequency on adolescent mental health in a large longitudinal study (2026) · cites this paper as Arslan et al., 2022
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- Authors
- Arslan, G., Yıldırım, M., Zangeneh, M., & Ak, İ.
- Affiliations
- The University of Melbourne (AU)
- Ağrı İbrahim Çeçen University (TR)
- Humber Polytechnic (CA)
- Mi̇lli̇ Eği̇ti̇m Bakanliği (TR)
- Corresponding author
- Arslan, Gökmen
- Venue
- Child Indicators Research
- Published
- 2022-01-06
- Volume
- 15
- Issue
- 3
- Pages
- 781-793
- ISSN
- 1874-897X (ISSN-L)
- 1874-8988
- PMC
- PMC8731136
- OpenAlex
- W4205716298
- Cited by
- 51
- References
- 56
- Citations by year
- 2026: 10 · 2025: 20 · 2024: 12 · 2023: 7 · 2022: 2
- FWCI
- 8.72
- Type
- journal article
- Language
- en
- Open access
- bronze
- doi.org
- Licence
- Locations
- Child Indicators Research (publishedVersion)
- PubMed Central (publishedVersion)
- PubMed (publishedVersion)
- RePEc: Research Papers in Economics (submittedVersion)
- Ağrı İbrahim Çeçen University Institutional Repository (submittedVersion, cc-by-nc-nd)
- Topics
- Social Sciences › Psychology › Social Psychology › Psychological Well-being and Life Satisfaction
- Social Sciences › Arts and Humanities › Literature and Literary Theory › Media Influence and Health
- Social Sciences › Education › Literacy and Educational Practices
- Keywords
- story reading, positive psychology interventions, adolescent mental health, well-being, mindfulness, optimism, happiness, positive emotions, depression, anxiety, pessimism, high school students, school-based intervention
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Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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