Abstract
<p><em>Modern education consider</em><em>s</em><em> </em><em>schools and faculties for institutions whose goals have a broader scope than </em><em>just an </em><em>academic competence. Educational institutions have an obligation to</em><em> completely </em><em>prepare young people for adulthood and improve their optimal functioning and well</em><em> being</em><em>. This paper shows how the application of the positive psychology in the education can help schools and faculties to develop and maintain optim</em><em>al</em><em> functioning of the students and </em><em>the </em><em>employees. Educational institutions should approach</em><em> strategically</em><em> in the creation of positive educational programs that include elements of positive psychology, which positively reflects on the well-being and positive educational climate.</em><em> </em><em>The empirical findings of </em><em>this paper</em><em> confirm the role of positive psychology in education </em><em>for</em><em> improving the subjective dimensions of students: happiness, optimism, self-confidence, social and emotional competence. Students who att</em><em>ended</em><em> educational programs with elements of positive psychology</em><em>,</em><em> have shown higher personal, emotional, social achievements and general well-being, which</em><em> are prerequisites</em><em> for realizing their potential. These findings imply the need to expand the arsenal of education through a positive education that includes the development of positive emotions that promote happiness and well-being.</em><em></em></p>
Highlights
Positive education is defined as an education for acquiring traditional skills and for achieving the well-being, optimism and happiness of students
Educational institutions such as schools and faculties, play an important role in the development of the character of young people through positive cognitive and moral education programs in the school as well as through the ethical characteristics of the teachers which can influence the development of the personality of young people (Kohlberg, Higgins, & Powers, 1989). 1.1 Positive Education Positive education is defined as the application of positive psychology in education
The obtained results confirm that there is a connection between the emotional competence of the students, measured by the Questionnaire for Emotional Competence PCU-45 and the level of mastering the program for positive psychology, represented by a performance evaluation in the educational program for positive psychology
Summary
Positive education is defined as an education for acquiring traditional skills and for achieving the well-being, optimism and happiness of students. The classification of 6 categories of human forces follows (Seligman, 2004): 1) Wisdom and knowledge of cognitive power that involves the acquisition of knowledge and its use This area includes: creative thinking about new and productive ways of creating; curiosity about different topics and experiences; openness of the mind is thorough thinking; love for learning and gaining new skills, the ability to look at the wider picture and giving wise advices. Such programs are implemented in many modern countries where through various activities it influences the development of positive qualities and skills Such learning is included in the regular school curriculum, and the researches proves students’ progress in positive emotions and moods, greater creativity and critical thinking as well as reduction of depression and anxiety. The results of the studies involving teachers and parents show better effects than when only students are involved
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