Flourishing Students: The Efficacy of an Extensive Positive Education Program on Adolescents\u2019 Positive and Negative Affect

Mari Laakso,Anu-Katriina Pesonen,Rejane A O Figueiredo,Johan G Eriksson,Åse Fagerlund,Pekka Lahti-Nuuttila,Cecilia Karlsson

doi:10.1007/s41042-020-00048-2

Abstract

This study examined the efficacy of a classroom-based positive education program, Flourishing Students, on early adolescents’ positive and negative affect using a cluster randomized control trial (RCT) design. In total, 140 students (aged 10–12) participated in the study: 72 students participated in 32 well-being lessons during one school year, and 68 students followed the standard curriculum. Positive and negative affect (PANAS questionnaire), and daily positive and negative affect (experience sampling method, ESM) were gathered at baseline and post-intervention. PANAS data was also gathered at a follow-up 5 months after the intervention. Student questionnaire and ESM data indicated that the intervention had a beneficial impact on students’ positive affect and daily negative affect from baseline to post-intervention. No effect was seen in parental reports. Both qualitative data from focus group interviews with students and questionnaires for teachers supported the view that the students benefited from the program. Overall, these results demonstrate a positive effect of the positive education program on increasing positive affect and well-being among early adolescents.

Highlights

Positive emotions are a central feature of subjective well-being and happiness
We examined the efficacy of the positive education program Flourishing Students on positive affect (PA) and negative affect (NA) of students aged 10–12
T-tests indicated no significant differences between the groups at baseline (PA p = 0.740; NA p = 0.411; ESM PA p = 0.710 and ESM NA p = 0.796; PANAS-C-P PA p = 0.219; PANAS-C-P NA p = 0.419)

Summary

Introduction

Positive emotions are a central feature of subjective well-being and happiness. Numerous studies report that positive emotions predict or contribute to a wide range of desirable outcomes including positive self-perceptions and perceptions of others, optimism, Extended author information available on the last page of the articleInternational Journal of Applied Positive Psychology (2021) 6:253–276 sociability, creativity, optimal functioning, mental health and physical well-being (Fredrickson, 1998; Kok et al, 2013; Lyubomirsky et al, 2005). According to the broaden-and-build theory (Fredrickson, 1998, 2001, 2013a), positive emotions momentarily broaden individuals’ scope of attention and cognition, which leads to altered patterns of decision-making and action. Over time, these consequential patterns of broadened thoughts and action accumulate to build longterm social, psychological, intellectual and physical resources (Cohn et al, 2009; Conway et al, 2013; Ong et al, 2006). Important in maintaining good mental health and flourishing is experiencing, within bounds, higher positivity ratios, that is, have higher ratio of positive emotions and events than negative ones (Fredrickson, 2013b). Lessons 2.–4. Boniwell and Ryan (2012), Fox Eades (2008); Geelong Grammar School, 2016; Niemiec (2014), Peterson and Seligman (2004)

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Results

Conclusion