Application Of Positive Psychology Research Articles

Someday I want to go to the Guggenheim! A case study about adolescent learners’ foreign language enjoyment in a desktop virtual reality project

The present instrumental case study explores the application of positive psychology in language education by investigating the ways in which two adolescent English as a foreign language learners engaged with a desktop virtual reality (VR) project. Foreign language enjoyment (FLE) represents a key positive emotion that enables students to persist at learning a foreign language, yet research about it is limited when it comes to the experiences of young learners in online settings. This study addresses this gap by offering a detailed examination of two adolescent English as a foreign language students from an online school in Japan who used Google Street View to craft and showcase desktop VR tours of personally relevant locations to each other, exploring to what extent this collaborative desktop VR project supports the learners' FLE. Given the overlap between the theoretical underpinnings of FLE (e.g., collaboration, creativity, authenticity) and the affordances of VR (e.g., creativity, interactivity, immersion), the research site was conceptualized as a rich space for examining FLE. Quantitative data include an FLE survey. Qualitative data include a co-constructed lesson plan, observations of state FLE episodes during desktop VR tours, and semi-structured interviews. Survey results indicated that the participants had high level of FLE prior to the start of the present study. An analysis of the qualitative data sources revealed that learners' state FLE surfaced consistently, enabling them to tap into their stable trait-level FLE to persist and enjoy the project. This multi-method examination of young adolescent learners' FLE provides perspective into desktop VR's potential for facilitating personalized, creatively expressive, and supportive language learning experiences.

Application of Positive Psychology in Digital Interventions for Children, Adolescents, and Young Adults: Systematic Review and Meta-Analysis of Controlled Trials.

The rising prevalence of mental health issues in children, adolescents, and young adults has become an escalating public health issue, impacting approximately 10%-20% of young people on a global scale. Positive psychology interventions (PPIs) can act as powerful mental health promotion tools to reach wide-ranging audiences that might otherwise be challenging to access. This increased access would enable prevention of mental disorders and promotion of widespread well-being by enhancing self-efficacy, thereby supporting the achievement of tangible objectives. We aimed to conduct a comprehensive synthesis of all randomized controlled trials and controlled trials involving children, adolescents, and young adults, encompassing both clinical and nonclinical populations, to comprehensively evaluate the effectiveness of digital PPIs in this age group. After a literature search in 9 electronic databases until January 12, 2023, and gray literature until April 2023, we carried out a systematic review of 35 articles, of which 18 (51%) provided data for the meta-analysis. We included randomized controlled trials and controlled trials mainly based on web-based, digital, or smartphone-based interventions using a positive psychology framework as the main component. Studies included participants with a mean age of <35 years. Outcomes of PPIs were classified into indicators of well-being (compassion, life satisfaction, optimism, happiness, resilience, emotion regulation and emotion awareness, hope, mindfulness, purpose, quality of life, gratitude, empathy, forgiveness, motivation, and kindness) and ill-being (depression, anxiety, stress, loneliness, and burnout). PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines were used for the selection of studies and data extraction. Quality assessment was performed following the CONSORT (Consolidated Standards of Reporting Trials) guidelines. For well-being outcomes, meta-analytic results showed that PPIs augmented the feeling of purpose, gratitude, and hope (Hedges g=0.555), compassion (Hedges g=0.447), positive coping behaviors (Hedges g=0.421), body image-related outcomes (Hedges g=0.238), and positive mindset predisposition (Hedges g=0.304). For ill-being outcomes, PPIs reduced cognitive biases (Hedges g=-0.637), negative emotions and mood (Hedges g=-0.369), and stress levels (Hedges g=-0.342). Of note, larger effect sizes were found when a waiting list control group was considered versus a digital control group. A funnel plot showed no publication bias. Meta-regression analyses showed that PPIs tended to show a larger effect size on well-being outcomes in studies including young adults, whereas no specific effect was found for ill-being outcomes. Revised evidence suggests that PPIs benefit young people's well-being and mitigate ill-being symptoms. Digital platforms offer a unique way to address their mental health challenges, although not without limitations. Future research should explore how they work for the needs of the young population and further examine what specific PPIs or combination of interventions is most beneficial with respect to other digital control groups. PROSPERO International Prospective Register of Systematic Reviews CRD42023420092; https://www.crd.york.ac.uk/prospero/display_record.php?RecordID=420092.

The Application of Positive Psychology in Primary and Secondary Classroom Teaching

The Application of Positive Psychology in Primary and Secondary Classroom Teaching

A Review of Research on Second Language Acquisition from a Positive Psychology Perspective

This paper reviews the research on second language acquisition from the perspective of positive psychology. First, it introduces the background and purpose of the study and discusses the significance of the application of positive psychology in the field of language acquisition. Then, the basic theories of positive psychology, including the core concepts and principles of positive psychology, are summarized. Subsequently, the theory of second language acquisition is defined and outlined, including the definition, characteristics, and related developmental theories of second language acquisition. On this basis, the study of second language acquisition from the perspective of positive psychology is discussed in detail. By combing and synthesizing the literature, this paper summarizes the current situation and trend of second language acquisition research under the perspective of positive psychology and puts forward some future research directions and suggestions.

S121 - The Application of Positive Psychology to Substance Use, Addiction, and Recovery Research: An Updated Systematic Review

S121 - The Application of Positive Psychology to Substance Use, Addiction, and Recovery Research: An Updated Systematic Review

The application of positive psychology in English learning for students of MTsN 3 Sleman

This community service (PkM) aims to introduce the concept of Positive Psychology (PP) theory into English learning classroom to junior high school students. The method used is through direct teaching and training in the classroom over the course of four meetings. The teaching is carried out in several sessions consisting of material delivery on psychological factors of learning, easy steps to write, the application of positive psychology in relation to learning English, and the theory of writing in English. The teaching series was attended by grade 8 students at MTsN 3 Sleman whose English language skills were relatively low. The result obtained from this community service is that students can apply positive psychology theory in classroom by writing a gratitude journal as the main outcome.

Contributions of Positive Psychology to Higher Education Across Asia: A Scoping Review and Unifying Thematic Framework

Positive psychology offers a scientific window onto understanding and enhancing the welfare and growth of university communities, and as well as improving academic performance. This holistic approach is on the rise, yet most research is conducted in Western countries. This situation prevails despite the fact that two-thirds of the world’s population live in Asia. This review collated and synthesised published work on applications of positive psychology in higher education conducted in Asia, to describe the current status, explore conceptual perspectives and identify knowledge gaps. A total of 147 articles (157 experimental studies), published since 2000, were included. These were descriptive explorations (12.1%), quantifying associations between positive psychology constructs (62.4%), interventions (19.7%), and psychometric evaluations (5.7%). Key topics were academic leadership, organisational commitment, student engagement and foreign language learning. The thematic framework centered on ‘Optimal Functioning’, with ‘Personal Resources One Can Draw On’ and ‘How One Interacts With The World’ as direct influencing factors, and ‘Environment’ as an indirect factor. Across the Asian region, positive psychology’s major contribution is to identify what types of personal resources are associated with optimal functioning in higher education, but there is little high-quality evidence for intervention benefits, nor a deep understanding of how those resources can be effectively deployed to achieve well-being. As part of the third-wave positive psychology movement, scholars in Asia can play a greater leading role in re-evaluating traditional Western concepts to account for the socio-cultural context in which students and staff are embedded.

Exploration of the Application of Positive Psychology in Ideological and Political Education for College Students

Exploration of the Application of Positive Psychology in Ideological and Political Education for College Students

The Application of Positive Psychology in Happiness Education for Middle School Students

The Application of Positive Psychology in Happiness Education for Middle School Students

Psychological Resilience of Entrepreneurial Failure: An Application of Positive Psychology to Entrepreneurial Failure Repair

Entrepreneurial failure not only causes external losses such as economic downturns and social network disruptions but also leads to profound psychological impacts. These psychological shocks can have long-term effects on the health of entrepreneurs, making the rebuilding of psychological resilience critical for their repair from entrepreneurial failure. Research findings indicate that the principles and techniques of positive psychology play a key role in aiding entrepreneurs in their repair from entrepreneurial failure. By cultivating internal psychological qualities such as resilience, optimism, and a quest for meaning, entrepreneurs can enhance their ability to withstand stress. This promotes psychological recovery and personal growth, enabling them to better cope with the challenges posed by entrepreneurial failure. Consequently, this approach improves the survival and success rates of entrepreneurial endeavors, contributing to the healthy, stable, and sustainable development of China's entrepreneurial talent pool.

Exploration of Positive Parenting Styles in the Perspective of Positive Psychology

The application of positive psychology to the construction of parenting styles is one of the directions of development today and in the future. The study utilizes positive psychology as a basis and examines how different parenting styles affect the positive psychological qualities of students in both primary and middle schools. The study was conducted through questionnaires and interviews, and 420 primary and middle school students were surveyed using the Parenting Style Questionnaire and the Primary and Middle School Students Psychological Character Questionnaire. This study shows that positive parenting styles are crucial to forming positive psychological qualities in primary and middle school students. Positive parenting practices encourage the development of childrens positive psychological traits, while negative parenting does the opposite. Problems in current parenting styles are sorted out, and suggestions such as reinforcing positive experiences and model-based parenting styles are put forward.

The Influence of Social Emotional Learning and Coping on Teacher Well-Being: An Application of Positive Psychology

The Influence of Social Emotional Learning and Coping on Teacher Well-Being: An Application of Positive Psychology

Positive Psychology in Christian Perspective: Foundations, Concepts, and Application

Positive Psychology in Christian Perspective: Foundations, Concepts, and Application

The Research on the Application of Positive Psychology in Second Language Acquisition

Positive psychology is a theory regarding how people thrive and live better. Some contents of English subject have a certain influence on second language acquisition. This article is conducted to investigate positive psychology in the context of second and foreign language acquisition. This theory places particular emphasis on the positive emotions, positive personality qualities, as well as settings that allow people to thrive, which are significant issues in second language learning and teaching. This study aims to review the meaning and application of positive psychology in second language acquisition, mainly focusing on two categories of theory: the PERMA model and the EMPATHICS model; and finds that positive and negative emotion theories bring some enlightenment to second language teaching. For one thing, teachers’ positive personality qualities are being developed in order to boost students’ communicative drive. For the other thing, teachers had better foster a supportive environment in the classroom that will help the learners to learn languages in a positive environment. Moreover, this study also dialectically treats the theory of positive psychology.

Teacher Professional Development, Character Education, and Well-Being: Multicomponent Intervention Based on Positive Psychology

The COVID-19 educational crisis has generated both psychosocial risks and growth opportunities for teaching staff; these are challenges to be addressed from the perspective of sustainable development in SDG 3 Health and Well-being and SDG 4 Quality Education. During the pandemic, a character education training experience was carried out for principals and teacher coordinators, with the dual purpose of developing professional competencies for the application of positive psychology in educational centers and strengthening teacher well-being: specifically, dedication and enthusiasm in conjunction with personal resources such as self-efficacy and resilience. The multicomponent intervention based on positive psychology applied to education was carried out with a sample of 32 teaching coordinators and school principals (mean age 45.9 years; 93.75% female staff and 71.8% between 16 and 21 years of experience) from different departments in Uruguay. The results suggest that the intervention was effective, detecting higher scores in the post-test in self-efficacy (F = 18.17, p &lt; 0.001, η2 = 0.40), resilience (F = 13.41, p = 0.001, η2 = 0.33), dedication and enthusiasm (F = 8.09, p = 0.008, η2 = 0.23), and teacher training (F = 8.36, p = 0.007, η2 = 0.24). It is concluded that the training program can provide an opportunity for improving teacher health and well-being, as well funcitoning as a device for promoting teacher professional development.

Positive Psychology as a Tool for Staff Motivation

Abstract. Introduction. In the conditions of martial law in Ukraine, the problem of effective application of positive psychology as a tool for motivating the personnel of enterprises is relevant and important. The general state of stress from the existence of a constant threat to the national security and territorial integrity of Ukraine affects the psychological state of enterprise personnel, in particular, the motivation to work. The use of positive psychology as a tool for motivating staff can contribute to raising the morale of employees, strengthen their faith in their own strength and the positive result of their work, and reduce the risk of burnout at work in this difficult period for the country. In these conditions, the problem of effective application of positive psychology as a tool for motivating the personnel of enterprises is important and meets the current needs of society. Purpose. The purpose of the article is to substantiate the theoretical and methodological principles and practical approaches to the application of positive psychology as a tool for motivating the personnel of enterprises. Results. The main principles of applying positive psychology as a tool for motivating the personnel of enterprises are systematized. The global experience of the effective application of positive psychology as a tool for motivating the personnel of enterprises has been studied, namely: the «Googliness» program and the principle of «20% time on one's own project» of the Google company; positive psychology programs to increase staff motivation and Zappos' «responsible leisure» practices; Marriott International's «Positive Workplace» program aimed at improving the working environment and increasing staff satisfaction; Adobe Systems' Check-In program. The main techniques of positive thinking and optimism, which can be useful for increasing staff motivation, are summarized. Conclusions. It is concluded that the application of elements of positive psychology in the personnel policy of the enterprise can help to increase the motivation of employees, improve productivity and ensure job satisfaction.

The Impact of Altruistic Teaching on English as a Foreign Language (EFL) Learners’ Emotion Regulation: An Intervention Study

The second language acquisition (SLA) field has recently seen heightened interest in the study and application of positive psychology (PP). Emotion regulation is one of the concepts that has been stressed in PP. Several studies in PP have delved into how controlling one's emotions improves second language learning/teaching. One of the concepts that has slipped the minds of researchers in the field is altruistic teaching. Unlike egocentric acts, altruistic teaching acts are performed to improve others' well-being. Despite their importance in causing positive emotional effects, no study has investigated the impact of altruistic teaching acts on learners' emotion regulation. To bridge this gap, the present study sought to investigate the effect of learners' altruistic teaching on their emotion regulation. The study followed a sequential explanatory comparison group pre-test-post-test design. One hundred forty-one English as a Foreign Language (EFL) learners were recruited for this intervention study and were divided into experimental and control groups. Learners in the experimental group performed altruistic teaching by teaching their peers how to write essays in English, whereas learners in the control group did group work tasks on English essay writing. The results of independent-sample t-tests and repeated-measures ANOVA showed that altruistic teaching significantly impacts EFL learners' emotion regulation. The results of qualitative data pointed to five themes, including enjoyment, self-esteem, bonding, devotion, and progress. Overall, the results suggested that altruistic teaching impacts learners' emotion regulation by enhancing their enjoyment, self-esteem, bonding, devotion, and progress. The paper has theoretical and pedagogical implications for SLA research and practice.

The mediating role of psychological capital between post-traumatic growth and uncertainty in illness among patients with Parkinson's disease.

With the application of positive psychology in health management, many studies have confirmed the close relationship between post-traumatic growth, psychological capital and uncertainty in illness. However, there is still a lack of attention to the positive psychology of patients with Parkinson's disease, and previous studies have not clarify the specific relationship. Therefore, the present study sought to explore the multiple mediating roles of psychological capital between post-traumatic growth and uncertainty in illness among patients with Parkinson's disease. We conducted a cross-sectional survey, a total of 268 patients with Parkinson's disease were investigated by the Post-Traumatic Growth Inventory, the Positive Psychological Capital Questionnaire and the Mishel Uncertainty in Illness Scale - Adults from November 2021 to June 2022 in the Parkinson's specialist outpatient department of three 3a-grade hospitals in Tianjin, China. The results showed that the score of post-traumatic growth was (51.78±17.872), the score of uncertainty in illness was (68.08±17.555), and the score of self-efficacy, resilience, hope, and optimism dimensions of psychological capital were (28.93±10.511), (28.79±11.553), (27.57±8.558) and (25.35±9.768). Post-traumatic growth was negatively correlated with uncertainty in illness and positively correlated with all four dimensions of psychological capital (p<0.01), and uncertainty in illness was negatively correlated with all four dimensions of psychological capital (p<0.01). Bootstrap test showed that the direct effect of post-traumatic growth on uncertainty in illness of patients with Parkinson's disease was not significant; the total indirect effect of psychological capital between post-traumatic growth and uncertainty in illness was significant. The mediating effects of resilience and hope were significant, accounting for 53.07% and 19.41% of the total indirect effects, respectively. Based on the research results, psychological capital played a completely mediating role between post-traumatic growth and uncertainty in illness of patients with Parkinson's disease. Post-traumatic growth affected uncertainty in illness through two dimensions: resilience and hope. Healthcare professionals should pay attention to the level of psychological capital of patients with Parkinson's disease and implement targeted positive psychological interventions focusing on the two dimensions of resilience and hope, to enhance post-traumatic growth and reduce the level of uncertainty in illness.

Application of positive psychology to study the root of psychological anxiety of innovative entrepreneurs

BackgroundThe COVID-19 has brought double pressure on the work and psychology of innovation and entrepreneurship personnel, which is prone to anxiety. Positive psychology can promote the all-round development of human body and mind. Therefore, under the epidemic environment, the research uses positive psychology to intervene and treat the psychological diseases of innovative and entrepreneurial personnel, and alleviate their psychological anxiety.Subjects and MethodsThe study randomly selected 128 people who will carry out innovation and entrepreneurship from 2021 to 2022. The study used positive psychology to intervene 128 people, and judged their mental health status through their work enthusiasm and psychological resilience. In the experiment, P &lt; 0.05 indicates that the difference is statistically significant, and t-test is conducted. After the experiment, SPSS21.0 was used for statistical analysis of the data. The experimental results are shown in Table 1.Table 1.Changes in work enthusiasm and resilience of innovation and entrepreneurship personnel before and after intervention-Before interventionAfter interventiontPWork enthusiasmSelf-assessment5.27±0.457.91±0.4233.540&lt;0.001Mutual evaluation8.07±0.279.10±0.3617.757&lt;0.001Resilience levelTenacity28.31±5.2935.60±4.418.450&lt;0.001Self-improvement19.52±1.4622.77±2.0910.142&lt;0.001Optimistic11.85±1.4216.47±2.5612.566&lt;0.001ResultsBefore the intervention, the self-assessment result of innovation and entrepreneurship personnel’s work enthusiasm was 5.27 ± 0.45 points, and the mutual evaluation result was 7.91 ± 0.42 points; After intervention, it was 7.91 ± 0.42 points and 9.10 ± 0.36 points. At the same time, after the intervention, the scores of three indicators in the scores of employees’ resilience level have increased. To sum up, positive psychology has effectively alleviated the psychological anxiety of innovation and entrepreneurship personnel. In addition, P &lt; 0.001 indicates that the difference of the study has statistical significance.ConclusionsThe external environment of innovation and entrepreneurship in the context of the COVID-19 has gradually become worse, which has brought a lot of psychological pressure to innovation and entrepreneurship personnel, thus causing psychological diseases. The study used positive psychology to intervene, and the experimental results showed that positive psychological coping intervention for innovative entrepreneurs during the COVID-19 epidemic could effectively alleviate their psychological anxiety.AcknowledgementsThe research is supported by: the Key Construction Base of Philosophy and Social Sciences in Jiangsu Province, Research Center of Industrial Transformation and Innovation Development in Southern Jiangsu Province, No. 2018ZDJD-B008.

The Overview and Application of Positive Psychology — a Well-being Guidance Science

The Overview and Application of Positive Psychology — a Well-being Guidance Science