分享生活中发生的积极事件对于我们的身心健康起到积极的作用。随着社交媒体的普及，越来越多的人通过社交媒体来分享生活中发生的好事。进入21世纪，积极心理学越来越受到大家的重视，对于主观幸福感的关注也达到了空前的高度。因此本研究通过问卷和实验相结合的方法，通过线上招募的方式，招募了199名大学生被试，通过为期一周的线上积极事件分享的干预，即在微信社群中进行积极事件分享，以及为期一个月的跟踪研究来探究线上积极事件分享的方式对于提高大学生的主观幸福感是否有效以及效果持续稳定。 本研究一方面通过线上随机抽样的方式，采用Keyes编制的《简版心理健康连续体量表》了解当前在校大学生的主观幸福感，另一方面通过实验组、对照组前后测的方式，探究线上积极事件分享的干预方式对大学生主观幸福感的影响。然后用SPSS22.0软件对实验数据进行分析。研究结果显示： 1.大学生的主观幸福感得分在是否独生子女、生源地、性别、年级方面没有差异。 2.在积极心理干预之前，对照组和实验组主观幸福感问卷的得分无显著差异，即两组在实验前是同质的。 3.对于主观幸福感，实验组在积极心理干预前后测中主观幸福感的得分存在显著差异，实验组的后测得分明显高于实验组前测以及对照组后测得分。采用积极事件分享干预可以有效提高大学生主观幸福感。 4.在1个月之后，对实验组进行随访，比较1月后的随访结果和干预1周后的实验组，两者之间的主观幸福感得分无显著差异，证明该干预方式不仅有效，并且效果稳定持续。 结果表明，线上积极事件分享干预对提高大学生主观幸福感有积极作用，干预效果稳定持续。

Sharing positive events in our lives plays a positive role in our physical and mental health. With the popularity of social media, more and more people share the good things in life through social media. In the 21st century, positive psychology has been paid more and more attention, and the attention to subjective well-being has reached an unprecedented height. Therefore, this study recruited 199 undergraduates through online recruitment through a combination of questionnaires and experiments. Through a week-long online positive event sharing intervention, i.e. positive event sharing in the Wechat community, and a month-long follow-up study, it explored whether online positive event sharing can improve Undergraduates'subjective well-being. Effective and lasting. This study, on the one hand, uses the online random sampling method and Keyes's Simple Mental Health Continuum Scale to understand the subjective well-being of College students. On the other hand, it explores the influence of online positive event sharing intervention on the subjective well-being of college students by means of pre-and post-tests of the experimental group and the control group. Then the experimental data are analyzed by SPSS22.0 software. The results show that: There are no differences in the scores of subjective well-being among college students in terms of whether they have only one child, their place of origin, gender and grade. Before the positive psychological intervention, there was no significant difference in the scores of SWB questionnaire between the control group and the experimental group, that is, the two groups were identical before the experiment. For subjective well-being, there is a significant difference in the scores of subjective well-being before and after positive psychological intervention in the experimental group. The scores of the experimental group after the test are significantly higher than those of the experimental group before the test and the control group after the test. Positive event sharing intervention can effectively improve the subjective well-being of College students. After one month, the experimental group was followed up. Compared with the follow-up results after one month and the experimental group after one week of intervention, there was no significant difference in subjective well-being score between the two groups, which proved that the intervention method was not only effective, but also stable and lasting. The results show that online positive event sharing intervention has a positive effect on Improving College Students'subjective well-being, and the effect of intervention is stable and sustainable.