• Login
  • Register
  • Search

A Study on the Quantitative Setting of the Course “Calligraphy Psychology” in the New Era and Its Positive Psychological Adjustment for College Students

Weiwen Zou


“Calligraphy Psychology” is an interdisciplinary course. This article discusses the relationship between calligraphy practice and the positive adjustment of students’ psychological pressure, focusing on how to offer this course? How to control the amount of class hours? How to choose a book style? What is the difference between classroom evaluation standards and regular calligraphy classes? What are the steps and plans for course implementation? Explore these issues, explore the necessity and significance of offering this course, and further demonstrate the positive significance of the “Calligraphy Psychology” course for students’ positive psychological adjustment, in order to provide benefi cial improvement and supplementation for the implementation path of contemporary college students’ mental health education.


“Calligraphy Psychology”; Quantitative settings; Psychology; Forward direction

Full Text:


Included Database


[1] Lei Lei, Gong Ba. The Application of Psychological Health Education in Health and Wellness Teaching in Universities under the New Era Background: A Review of “Guidance on Psychological Health Care for College Students” [J]. Chinese Edible Fungi, 2020,39 (01): 31.

[2] Gao Shangren. Calligraphy Psychology [M]. Dongda Book Company, 1986.

[3] Wang Lixin, Zhang Dajun. The relationship between mental health quality and brush calligraphy performance of primary school students in grades 3-4 [J]. Chinese Journal of Health Psychology, 2015,23 (08): 1225-1229.

[4] Shen Jinlong. A Study on the Relationship between Calligraphy Activities, Cognitive Processing, and Emotions [D]. Yunnan Normal University, 2016.

[5] Zong Yan, Zhu Zhuohong, Wang Xiaogang, et al. Psychological intervention of calligraphy psychotherapy on post-earthquake traumatic stress response in children [J]. Chinese Journal of Social Medicine, 2011,28 (01): 31-33.

DOI: http://dx.doi.org/10.18686/ahe.v7i28.10541