Multimodal art intervention for flourishing in lonely university students: psychological and exploratory neurophysiological outcomes.

INTRODUCTION

Loneliness is highly prevalent among university students and is associated with reduced positive functioning. However, evidence concerning multimodal art interventions for flourishing-related outcomes in this population remains limited. This study examined whether an eight-week, group-based multimodal art intervention could improve psychological flourishing, state positive affect, aesthetic experience, and exploratory wearable electroencephalography (EEG) indices among lonely university students.

METHODS

Sixty students with elevated loneliness (20-item UCLA Loneliness Scale score ≥ 44) and below-flourishing mental health, as assessed using the Mental Health Continuum-Short Form, were randomly assigned to either the intervention group (n = 30) or a wait-list control group (n = 30). The intervention comprised eight weekly group sessions integrating guided music listening, visual creation, movement or role-play, and group sharing. Outcomes were assessed over time and analyzed for Group × Time interactions.

RESULTS

Significant Group × Time interactions were observed for flourishing, F(2, 112) = 4.57, p = 0.012, partial η 2 = 0.075; positive affect F(2, 112) = 19.45, p < 0.001, partial η 2 = 0.258; aesthetic experience F(2, 112) = 24.37, p < 0.001, partial η 2 = 0.303; and the relaxation index F(2, 112) = 3.30, p = 0.040, partial η 2 = 0.056. The Group × Time interaction for the attention index was not significant.

DISCUSSION: The findings provide preliminary evidence that a group-based multimodal art intervention may enhance aesthetic engagement, positive affect, psychological flourishing, and alpha-based relaxation among lonely university students, although attention-related EEG indices remained unchanged. Multimodal art programs may offer a feasible and accessible approach to supporting university students' well-being.