Development Of Positive Psychology Research Articles

A Study on Foreign Language Learning Anxiety and Enjoyment of English Major Postgraduates

With the development of humanism, positive psychology and other related theories and practices, foreign language enjoyment and self-efficacy have also received more and more attention and research. Through literature review, the research on foreign language enjoyment is limited in China, and the research on English majors is even more limited. Therefore, this study chooses English major postgraduates as the special research object, aiming at putting forward useful suggestions for promoting students' academic and professional development.

Solitude Without Loneliness: Understanding Loneliness in Terms of Psychological Separation

The reason why fear of loneliness is not ubiquitous is because loneliness is essentially an experience of “ego-separation.” Ego-separation exists on a continuum. While it may be extreme in some people, some people may experience little or no ego-separation, and so be less prone to loneliness. On the contrary, such people embrace and relish solitude and inactivity, with no distressing effects. I refer to Maslow’s concept of self-actualization and my own research on the state of “wakefulness.” I conclude that positive psychological development should involve a healthy relationship to solitude and inactivity.

Suicidal Risk Factors and Youth Population: A Study on Bangladeshi Urban and Rural areas Perspective.

Suicide is an urgent matter of public health that presents a substantial peril to young populations worldwide. This research aims to conduct a comprehensive overview of the risk factors linked with Suicide among the young population in Bangladesh. Understanding these risk factors could expand targeted prevention strategies and interventions to tackle the issue and endorse mental health. This study utilized quantitative research with a survey questionnaire design to collect data from 764 close family members who committed suicide. The data were randomly selected from Dhaka and Jhenaidah districts in Bangladesh. The study revealed that aged 23-25 years have a higher risk for Suicide, where females 62.96% are at higher risk than males 37.04%. The result finds a significant relationship between family and social environment risk factors. Further findings show that education, married status, family size, and monthly family income variables have various degrees of effect on suicide risk among young people based on their age. Despite the inherent limitations of national surveillance in this study, the research findings catalyze further investigation into delineating specific suicide risk factors. Such endeavors aim to mitigate suicidal behaviors and foster positive psychological development across the lifespan.

INFLUENCE OF EMOTIONAL INTELLIGENCE ON TEENAGERS' CONTENTMENT: INVESTIGATING THE MEDIATING INFLUENCE OF SELF-ESTEEM

The study investigates relationship among the self-esteem, emotional intelligence (EI) and life satisfaction among adolescents within the framework of positive psychology. Historically, research has often focused on human flaws, neglecting the strengths and positive aspects of psychology. Adolescence is a critical developmental stage marked by profound changes, making it crucial to understand how factors of the study variables during this period. Study sample n=157 from Government schools and colleges in Faisalabad city participated in the study. For measuring the study variables, the Emotional Intelligence Questionnaire Adolescents Short Form, Rosenberg Self-Esteem Scale and Satisfaction with Life Scale used for measuring the study variables, respectively. Statistical analyses revealed a noteworthy positive relationship between the study variables among adolescents. Conversely, self-esteem did not mediate this relationship. These findings contribute to understanding the complex dynamics between emotional intelligence, self-esteem and life satisfaction in adolescents, emphasizing the importance of emotional intelligence for promoting well-being during adolescence. The study suggests implications for future research, including the need for larger and more varied illustrations, longitudinal studies to discover causal relationships and the expansion of interventions to improve emotional intelligence in adolescents for improved well-being. This research contributes to the growing body of existing researches on positive psychology and adolescent development, highlighting the significance of emotional intelligence in fostering life satisfaction.

How Passion for Work Shapes Work-Family Interactions: A Conceptual Framework Exploring the Roles of Psychological Capital and Self-Regulation Failure

The belief that a life of passion is a life well-lived serves as a perpetual motivator to pursue work aligned with one’s passion. Both work and family are essential life domains in many people’s lives, and they often interconnect, impacting each other. In the workplace, passion is a highly desired but under-researched employee characteristic, offering benefits like positive emotions and improved performance but also carrying risks, such as inflexibility. Drawing on job demands-resources theory and conservation of resources theory, our inquiry offers an integrative conceptual framework that combines insights from positive psychology, organizational behavior, and human resource development (HRD) literature. This framework enhances our understanding of how work passion connects to the work-family interface, considering the roles of psychological capital and self-regulation failure in interactions beyond work. Our study includes implications for HRD practitioners motivated to promote change initiatives and an agenda for future research for HRD scholars.

A Teacher Competence Model and Measurement Based on Smart Education

Objective: This study mainly explores the impact of professional identity and digital literacy on the teacher ability of normal school graduates in the context of smart education and its impact channels and mechanisms. Theoretical Framework: Based on the research objectives and research hypotheses, we constructed a comprehensive conceptual model to understand the impact, impact pathways and mechanisms of professional identity and digital literacy on teacher competency of normal college students Method: The research uses a method that combines theoretical analysis and empirical investigation and combines positive psychology and teachers' professional development stage theory. This study established a competency structure model suitable for measuring normal college students. It used scale tools such as the College Students' Professional Identity Scale and the College Students' Learning Engagement Scale and used statistical methods such as structural equation modeling (SEM) and multiple regression to analyze the questionnaires. Results and Discussion: Examine the impact of professional identity and learning investment on teacher competency of normal college students, analyze the size of the influencing factors, measure the current competency level of normal college graduate teachers, analyze existing problems, and propose improvement strategies, thereby exploring the transformation of teacher education under the background of smart education basic logic and realistic path. Research Implications: The sample size and representativeness of this study are limited to one local undergraduate normal university. Therefore, there are still many shortcomings in this study, which need to be further deepened and improved in future research. Originality/Value: This study explores the relationship between teacher competence and digital literacy, professional identity, learning engagement, and learning efficacy among teacher trainees, and examines the mediating role of learning engagement and learning efficacy in the relationship between professional identity and learning. This is beneficial for us to gain a deeper understanding of the formation of teacher competence among teacher trainees in the context of smart education

Comparative characteristics of student groups with positive and negative social and psychological development dynamics in the process of studying at university

Introduction. The article examines the problem of significant differences between student groups with pronounced positive and negative dynamics of team development. Identifying these differences will lead to appropriate teaching interventions in order to prevent the disintegration of the group and developing a negative psychological atmosphere in it. The purpose of the study is to identify socio-psychological differences between student groups who have experienced a pronounced positive and negative dynamics of the team’s development during their studies at the university. Materials and Methods. The theoretical and methodological basis of the study was the parametric conception of the team. In order to achieve the objective of the study and verify the hypothesis, the authors used theoretical (analysis, comparison, generalization, systematization) and empirical (in-depth interview and retrospective self-report) methods. The total sample size of participants in the interview was 38 people, including 13 people from the group with positive dynamics of team development (group 1) and 25 people from the group with negative dynamics (group 2). The obtained data were processed using statistical methods: the multifunctional Fisher test (to identify differences in the expression of variables obtained by content analysis), the Wilcoxon T test (to assess statistically significant changes in the group participants). Results. The article presents a theoretical analysis of approaches to the problem of researching a student group as a permanent educational team. In the course of the study, the authors revealed socio- psychological differences between student groups with pronounced positive and negative dynamics of team development: the presence/absence of a positive image of the group shared by the majority as a cohesive and unified team; transforming this image into a group target; the presence/absence of a positive set of values, reflecting the ideas of collective action and individual well-being; the presence/absence of transfer of target and meaningful guidelines for joint activities from extra-curricular creative activities to the field of professional activities; the existence/absence of community-accepted norms and rules of compatibility, which are not protective, but developing; the presence/absence of a conflict atmosphere, competition and isolated microgroups, which collectively increase the group's closeness and its lower inclusion in the university environment. The authors revealed that the negative group dynamics is more clearly recognized by the respondents, the reasons for it are conflicts and the influence of informal leaders with different values and norms. The impact of the university environment is strongest in the first year and has been declining since the second term of the second year. Adult activity is not perceived by students as a factor in changes in the group. A significant discrepancy was revealed between the cyclical nature of educational activities and the changing request of a student from year 3. The most significant influence on students is exerted by the formats where students occupy the most subjective position and the most active formats of education, which are distinguished by a high degree of subjective novelty. The influence of the group on each student (both positive and negative) is perceived as very significant. The modality of assessing this influence depends on the nature of the group dynamics. Conclusions. Based on the data obtained, the authors identified significant socio-psychological differences between student groups with pronounced positive and negative dynamics of team development. Targeted teaching interventions on these significant differences will reduce the likelihood of negative socio-psychological dynamics in student groups.

Mediation effect of hope on the relationship between inner strength and self-management in patients after percutaneous coronary intervention.

Effective self-management can enhance a patient's quality of life and delay disease progression. However, motivating patients to adhere to self-management behavior following percutaneous coronary intervention (PCI) remains a challenge. With the robust development of positive psychology and interdisciplinary research, the role of psychology factors in patients' health behavior has increasingly garnered attention. This study, focusing on positive psychological qualities, aims to investigate the relationship between inner strength, hope, and self-management in patients post-PCI, and to analyze the mediating role of hope between inner strength and self-management. A cross-sectional survey was conducted among 216 PCI patients from a tertiary hospital in Nanjing. Research instruments included a self-designed general information questionnaire, the Inner Strength Scale (ISS), the Herth Hope Index (HHI), and the Coronary Self-Management Scale (CSMS). T-test, analysis of variance, Pearson's correlation analysis, and mediating effect test were utilized for statistical analysis. The average scores of the ISS, HHI, and CSMS were 81.46 ± 12.00, 35.94 ± 5.38, and 86.79 ± 14.84, respectively. Inner strength was positively correlated with hope and self-management (r = 0.867, r = 0.630, respectively; all P < 0.05), and hope was positively correlated with self-management (r = 0.671, P < 0.05). Moreover, hope had a complete mediating effect between inner strength and self-management (β = 0.630, P < 0.01). The inner strength, hope, and self-management of patients with PCI are at a moderate level. Inner strength primarily influences patients' self-management behavior through hope, suggesting that medical staff can target hope to help patients build confidence in life after illness, form and accumulate inner strength, thereby promoting their self-management and improving prognosis.

The Role of WeChat in Supporting Elderly Connectivity During COVID-19 Lockdown in Guangzhou

This research investigates the motivations and impacts of WeChat usage among older adults in Guangzhou during the COVID-19 pandemic lockdown. Through qualitative interviews, this study explores how older adults in Guangzhou emotionally experience WeChat use during the lockdown. Findings indicate that WeChat played a vital role during the pandemic, facilitating emotional connections, daily life needs, information access, and positive psychological development among older adults. It fostered socialization, emotional support, and resilience, challenging conventional notions of elderly social media usage and highlighting diverse technological habits. Theoretical implications emphasize WeChat’s multi-functionality and the varied ways older individuals employ it. Practical implications stress the importance of social media in enhancing social participation and quality of life for older adults, especially in combating loneliness. WeChat’s utility during emergencies, like epidemics, is underscored. Addressing the digital divide and ensuring equitable digital access are crucial to preventing older individuals’ marginalization in the digital age. The study acknowledges limitations, including a small sample size and focus on a specific urban area. Future research directions involve expanding the sample, employing quantitative methods, enhancing sample representativeness, and examining diverse regions and demographics. Ongoing studies can capture evolving usage patterns and experiences of older adults in a changing technological and societal landscape.

Primary schools: Spaces for children’s social and emotional learning

Primary schools are crucial for children’s academic and social development, and in recent years, there has been a growing emphasis on incorporating socio-emotional development into the curriculum. Positive peet interactions and experiences at school, a key element of children’s social lives, facilitate their positive social and psychological development. Linked to peer relationships within school settings are core skills such as emotion regulation and prosociality. Emotion regulation plays a crucial role in shaping social connections, well-being, relationship satisfaction, and mental health, significantly affecting emotional expression, behaviour, and the quality of social interactions. Prosociality is seen to personally benefit children, by improving their mental health and wellbeing, and it also provides children with the skills needed to establish or develop communities based on principles of cooperation and belonging. In this commentary, our goal is to delve into current research on socio-emotional learning and interactional experiences within schoot settings, focusing on how emotion regulation and pro-social behaviour influence children’s experiences at school. We recommend that schools need to enhance the overall wellbeing and social development of children by fostering positive school environments, encouraging healthy peer relationships, and offering opportunities for the development of socio-emotional regulation skills, as well as prosocial behaviour.

Analysis of Psychological Well-Being in High Grade Elementary School Children

This research outlines an analysis of Psychological Well-Being in children who are in the final stages of primary school. The study used a literature review method with the aim of investigating and analysing a deeper understanding of aspects of psychological well-being in children of this age. Through analysing a number of literature sources, this study identified key factors that play a role in influencing psychological well-being in children in the late primary grades. These factors include, but are not limited to, social interactions at school, social support from family and peers, emotional development, adjustment skills and a supportive learning environment. The results of the analyzes suggest that psychological well-being in high school children is closely related to various psychosocial and environmental factors. Moreover, a better understanding of the relationship between these aspects and children's psychological well-being can provide valuable insights for educators, parents and mental health professionals in developing appropriate strategies and interventions to support positive psychological development in children at the primary school level. In conclusion, this study highlights the importance of a holistic understanding of the factors that influence psychological well-being in children in the upper primary grades. The implications of this study are expected to provide a foundation for the development of educational approaches and interventions aimed at improving the psychological well-being of children at this level.

The relation between barrier-free environment perception and campus commuting satisfaction.

The COVID-19 pandemic, which began in the last quarter of 2019, has had a significant impact on urban transportation. With increasing demand for urban transport, the internal roads and public spaces of university campuses play an important role in facilitating commuting and communication between various functional zones. While considerable research has been conducted on route planning, pedestrian-vehicle segregation, and safety management in the internal transportation environment of university campuses, empirical investigations exploring barrier-free inclusive campus environment design and the subjective evaluation of road and public space users in the aftermath of the COVID-19 pandemic are lacking. Recent developments in travel behavior models and positive psychology have led to an increased focus on the correlation among subjective perceptions, attitudes, emotions, and commuting satisfaction in urban transportation and planning design. To elucidate this relationship, a study was conducted on the new campus of Central South University in Changsha, Hunan Province, China. Using 312 valid samples, a structural equation model was constructed to analyse the relationship between commuting satisfaction and the barrier-free environment perception of university students regarding the internal transportation environment of the campus. The results revealed that individuals' instantaneous barrier-free environment perceptions and long-term established positive emotions had a significant positive effect on commuting satisfaction. Furthermore, positive emotions were found to mediate the relationship between commuting attitudes induced by COVID-19, barrier-free environment perceptions, and commuting satisfaction. The results of this study provide a theoretical basis for the necessity of accessibility design in the post-COVID era. In addition, this study considers the perspective of users to provide ideas for the planning and construction of barrier-free campus environments that are based on convenient and inclusive design.

“They didn’t ask us!” School Counselor Perception of Involvement in Superintendent Decision Making During Crisis Schooling

Mental health and social-emotional development are fundamental to positive developmental outcomes. Students faced with the collective trauma of the COVID-19 pandemic and the resulting rapid closure of school buildings in the spring of 2020 encountered unprecedented challenges to their physical and mental health. Structural barriers, coupled with a disproportionate shortfall of mental health professionals in rural settings, meant that rural students were at heightened risk of suffering negative psychological consequences. School districts emerged as a high-leverage source of institutional support, providing a variety of services to sustain the well-being of students and families. Superintendents were charged with reimagining the role of their schools in providing for these needs. This study used crisis decision theory as a framework to understand superintendent decision-making around mental health and social-emotional learning (SEL). Given their high degree of expertise around students’ mental health and social-emotional needs, school counselors might have been expected to serve as expert resources for superintendents during crisis decision-making around psychological needs. This statewide quantitative study sought to understand the role Maine school counselors played in the district-level response to crisis schooling as it pertained to students’ mental health and social-emotional development across geospatial contexts. Our data shows that school counselors’ perception of their involvement in superintendent decision-making was lowest where it was needed most: in rural school districts. This points toward inequitable opportunities for rural students to obtain the mental health and SEL support they needed during crisis schooling, threatening their future well-being and positive psychological development.

Alleviation effect of innovative music therapy on neurogenic anorexia

BackgroundAnorexia nervosa is a serious mental disorder characterized by extreme food restriction and excessive demands for weight and appearance. Music therapy can help individuals relax both physically and mentally through methods such as music appreciation and music therapy. The University Union can provide various forms of health management services, offer rehabilitation support for anorexia, and enhance the positive psychology of faculty and staff.Subjects and Methods150 faculty members aged between 25 and 50 in a certain university were selected, including 40 males and 110 females. According to the results of the Anorexia Self Test Scale, 20 people showed symptoms of anorexia nervosa. Among them, there are 18 people aged 25-29, 2 people aged 30-35, 3 males, and 17 females. Music therapy is used to treat patients, and psychological counseling from university unions is arranged twice a week. Six months later, the results of the Anorexia Self Test Scale were analyzed again using SPSS3.0 software.ResultsAfter six months of treatment, 8 out of 20 patients recovered, 10 of them achieved significant improvement, and 2 of them achieved minor improvement. The P-value of the score data before and after treatment is less than 0.05, and the difference is statistically significant.ConclusionsThrough the application of music therapy and the health management services of university unions, more comprehensive and diverse measures can be provided to alleviate anorexia, promoting the psychological health and positive psychological development of faculty and staff.

The Academic Year Governor’s Schools of Virginia: A Community of Learners

High-ability and gifted students are well-served by a focus on the development of community. The Academic Year Governor’s Schools of Virginia were created with a formalized emphasis on the network of relationships built among the students, faculty, and the larger community. The power of these communities of learners was evident in a study of the Governor’s Schools. At a time when students are buffeted by stressors such as school shootings, pandemics, and war, a community of like-minded and caring peers and adults can provide support for their positive psychological development.

Authenticity and Inauthenticity in Adolescents: A Scoping Review

AbstractIn everyday life, adolescents’ authenticity and inauthenticity (sense of, and being, the real me/true self; or false self/not the real me) are assumed to be general indicators of their psychosocial health as they navigate developmental processes of identity exploration and relational connectedness on their way to adulthood. Authenticity is important for psychological thriving in adolescents and inauthenticity is considered maladaptive, but there was no broad and systematic evidence-based resource on the topic. Therefore, this scoping review maps: (1) how authenticity and inauthenticity in adolescents (12–18 years old) have been understood, defined, and characterized; (2) what is known about authenticity and inauthenticity; (3) contexts authenticity and inauthenticity have been explored in; and (4) methodological approaches utilized. This review followed a pre-registered protocol (2852 records identified; 39 peer-reviewed primary research studies included). The review revealed authenticity and inauthenticity are typically: characterized as dispositional, involving thoughts, feelings, awareness, and a sense of being one’s true self or a false self; investigated quantitatively; and contextualized in close social relationships (parents, friends, classmates). Authenticity and inauthenticity outcomes included friendship quality, wellbeing, self-esteem, depressive symptoms, internet addiction, and moral disengagement. Adolescents’ authenticity generally increases over time and social support is very important for that process. Adolescents can be more authentic if parents facilitate adolescents’ increasing independence and support role experimentation. Future research should target state (here-and-now) authenticity, as a critical finding was that autonomy satisfaction has an immediate and positive influence on adolescents’ state authenticity, which implies people interacting with adolescents can promptly boost their capacity for positive psychological development.

The Meaning of Life and its Influence on Adolescent Mobile Phone Addiction: An Exploratory Study

With the popularization of mobile Internet devices, more and more teenagers use smartphones. The use of mobile phones can not only bring convenience to young people, but at the same time, improper use and dependence may also lead to the risk of addiction and harm the physical and mental health of young people. With the development and influence of positive psychology, the meaning of life plays an important role in preventing adolescents' psychological and behavioural problems. Individuals with a high sense of life are less likely to become addicted to mobile phones. Based on this, it is possible to prevent and alleviate the problem of mobile phone addiction by enhancing the sense of life, improving self-control, and paying attention to positive psychology and group counselling interventions.

The role of personality in neighborhood satisfaction.

Urbanists have long been interested in understanding what makes people satisfied with their neighborhoods. However, relatively little is known about how residents' personality traits may affect their neighborhood satisfaction. In this paper, we explore the direct and indirect associations of personality traits with neighborhood satisfaction in a representative sample of adults in Michigan (USA). We find that each of the personality traits in the five factor model are associated with neighborhood satisfaction in the same way that they are known to be associated with subjective well-being. However, we fail to observe evidence that personality traits moderate the association between perceptions of neighborhoods and neighborhood satisfaction, or that personality's association with neighborhood satisfaction is mediated by neighborhood perceptions. We conclude that there is potential for drawing on theoretical and empirical developments in positive psychology for understanding neighborhood satisfaction, but observe that the underlying mechanisms for the association between personality and neighborhood satisfaction remain unknown.

Assessing the effects of transformational leadership on innovative behavior: the role of affective commitment and psychological capital

PurposeThis study examines the impact of transformational leadership on employees' innovative behavior via the mediating role of employee affective commitment and the moderating effect of psychological capital.Design/methodology/approachA sample of 555 employees from Ghana's textiles and dress-making industry through a three-wave self-administrated questionnaire participated in this study. The study's hypotheses were analyzed using Hierarchical Regression.FindingsResults revealed that the dimensions of transformational leadership positively influenced employee affective commitment and employees' innovative behavior. Furthermore, employee affective commitment positively influenced employees' innovative behavior. Moreover, employee affective commitment exercised mediation effects in the relationship between transformational leadership and employees' innovative behavior. Hope and Optimism moderated the employee affective commitment and employees' innovative behavior relationship. Self-efficacy negatively moderated the employee affective commitment and employees' innovative behavior relationship. Staggering, resilience had no moderation impact on the employee affective commitment and employees' innovative behavior relationship.Practical implicationsThe research provides guidlines to employers to prioritize training and development, institutionalize coaching and promote policies and investment that help to uphold employees’ positive emotions and positive psychological development.Originality/valueThis study tests the mediating role of employee affective commitment and moderating role of psychological capital in relation to transformational leadership and employees' innovative behavior. In addition, it assesses the interactive outcome of positive affect and positive psychological development of employees, which has attracted less theoretical and empirical deliberations.

Connecting Sustainable Human Development and Positive Psychology through the Arts in Education: A Systematic Review

Positive psychology and sustainable human development seek to improve the well-being of the individual. To achieve this well-being at the education level, positive education seeks to develop character strengths, and education for development facilitates the development of competencies. Moreover, the literature has demonstrated that the arts in positive education develop individual character strengths, socioemotional competencies and students’ relationship with their environment. Accordingly, in this systematic review, we aim to connect positive psychology and sustainable human development by evaluating the arts in education, based on the concepts of well-being. The results indicate that there are points of confluence between subjective and sustainable well-being, and illuminate the links and their connections between competencies and character strengths, with critical thinking functioning as an important connector between the two. Since character strengths are measurable and educable, we advocate their use as a tool to measure the human development index (HDI) in the education of a specific community. Thus, we are able to evaluate whether the competencies for development are achieved, as well as their role as determinants of the overall well-being of the individual. On the other hand, our work highlights the need to increase the number of investigations in this field to enable an empirical evaluation of how these connections are established and if they are efficient and durable.