PERMA Model Research Articles

Exploring Positive Emotions and Teaching Effectiveness in Language Education: Insights From the PERMA Model

ABSTRACTPositive emotions play a significant role in facilitating successful language learning by enhancing motivation, engagement, and overall academic achievements. Nonetheless, there remains a paucity of research exploring how language educators perceive and manifest positive emotions in the context of their teaching practices. This study endeavors to fill this gap by exploring the experiences, practices, and beliefs of language educators regarding positive emotions in effective teaching. Additionally, it seeks to elucidate the pedagogical strategies they associate with fostering conducive learning environments through the lens of Seligman's PERMA model. Employing thematic analysis of semi‐structured interviews with 60 Chinese language educators, the study uncovers key positive emotions integral to effective teaching, including passion, trust, joy, and empathy. Despite the prevalence of these positive emotions, teachers reported a diminished sense of meaning and accomplishment when instructing foreign languages in comparison to the engagement and relationship elements outlined in the PERMA model. The findings shed light on a spectrum of teaching strategies embraced by these educators that align with the components of the PERMA model. By illuminating the affective dimension of language teaching, this study not only provides valuable insights into understanding positive emotions, engagement, and relationships in language education but also offers practical implications for integrating PERMA elements into language teaching and learning practices.

Which Communication Style Best Explains Happiness in Social Relationships among Young People?

This study is a field research aimed at examining the communication styles that enhance happiness in social relationships among young individuals. One of the key concepts of the research, communication styles, refers to how individuals interact with others, while social well-being refers to the satisfaction individuals experience in their relationships with others. This research was conducted to understand which communication styles are more effective in supporting happiness in social relationships among young people. Data was collected through online and face-to-face surveys from 454 university students aged 18-24 from eight different universities in Turkey. Communication styles were measured using the Communication Styles Inventory (CSI), and social well-being was assessed through the Social Well-Being Scale, based on the PERMA model of positive psychology. The findings of correlation and regression analyses indicate that expressive communication style is positively associated with social well-being, while emotional and manipulative communication styles do not have a significant effect on social well-being. These results suggest that fostering expressive communication styles can increase happiness and satisfaction in social interactions among young people. In conclusion, the study highlights the positive impact of expressive communication styles on social well-being, suggesting that developing this style has the potential to enhance social integration and overall quality of life.

‘Coaching differently’: using positive practice-based group coaching to promote personal and professional well-being

ABSTRACT Early Childhood Education and Care (ECEC) teachers face significant challenges to their personal and professional well-being that can influence the quality of their interactions with children. Despite this recognition, interventions exploring the potential of Positive Psychology and School-Wide Positive Behavior Support (SWPBS) to address the personal and professional well-being of ECEC teachers are lacking. In this paper, we present how a training program, theoretically grounded on the PERMA model and SWPBS approach, was delivered to 50 Portuguese ECEC teachers using an innovative coaching model, Positive Practice-based Group Coaching. The participants attended 10 on-site training sessions designed to explore the potential of group dynamics on self-reflection and problem-solving. Results indicate that the integration of the PERMA model and SWPBS approach was highly satisfactory and that a non-directive, flexible, and informal coaching style was crucial for the success of the implementation process. We discuss how Positive Practice-based Group Coaching can be useful for future professional development actions to promote the personal and professional well-being of professionals in ECEC.

Foreign language teachers' PERMA well-being and life satisfaction: Mediating role of teaching effectiveness

BackgroundTeacher well-being, encompassing emotional, psychological, and social dimensions, significantly influences teaching effectiveness. Understanding the factors that enhance teacher well-being and effectiveness is crucial, particularly amidst global teacher shortages and high turnover rates. MethodThe present study gathered data from 252 university-level foreign language teachers from eight provinces in China. Participants completed measures assessing well-being (using the PERMA model), teaching effectiveness, and life satisfaction scales through online surveys. Data were analyzed using JASP and SPSS for regression and mediation analyses. ResultsThe findings revealed that Positive emotions and relationships significantly predicted life satisfaction, while accomplishment significantly predicted teaching effectiveness. Both teaching effectiveness and overall well-being were significant predictors of life satisfaction. However, teaching effectiveness did not significantly mediate the relationship between overall well-being and life satisfaction, indicating that these factors independently contribute to life satisfaction. ConclusionOur findings share the inclusion of PERMA principles in enhancing teaching effectiveness and life satisfaction among foreign language teachers. Constructive future directions are suggested for professional development for improving teacher well-being and effectiveness.

The Influence of the PERMA Model on EMP Students’ English Speaking Performance

Despite gaining great concerns in English language teaching (ELT), students’ wellbeing and the role of the Positive emotion, Engagement, Relationship, Meaning in life and Accomplishment (PERMA) model has not been thoroughly explored in English for Specific Purposes (ESP) and especially English for Medical Purposes (EMP). In Vietnam, the PERMA model has also been understudied, especially in ELT. These gaps trigger this study to examine the increased importance of student wellbeing in academic settings, with a particular focus on English learning and speaking performance. Conducted at a university of Medicine and Pharmacy in the Mekong Delta, the mixed-methods research involved 675 students who completed a questionnaire via Google Forms and five volunteers who attended face-to-face interviews to provide triangulated data. The sampling technique and data analysis methods used in the study included the convenience sampling technique, the Descriptive analysis of the SPSS version 22, and the thematic analysis. The results show that the PERMA model has a moderate to high impact on EMP students’ speaking performance. The aspects of the PERMA model were ranked in order of influence as follows: Accomplishment, Positive emotion, Engagement, Relationship, and Meaning in life. Based on these findings, it is recommended that EMP lecturers and ELT teachers integrate this model into their teaching methods for English speaking. These findings will inform the development of PERMA-based learning activities in future EMP English speaking lessons, supporting a larger ongoing project. Recommendations for further studies and related stakeholders were also made.

Experiences and Understanding of Well-Being in Lung Transplant Recipients in China: A Phenomenological Qualitative Study.

To explore lung transplant recipients' perceptions of well-being when they are facing uncertain health outcomes, including identifying the factors to enhance well-being. A qualitative descriptive study. A purposive sample of 11 lung transplantation recipients who were hospitalised in the Department of Organ Transplantation of a tertiary university hospital was recruited in China. A descriptive qualitative study using thematic analysis of semistructured interviews. Themes were organised within a PERMA model. Colaizzi's qualitative analysis was used to analyse the data. Five major themes and 11 categories were generated: (1) mindset shift [optimism and hope and living in the moment]; (2) meaning in life [self-care, priority change and value realisation]; (3) health benefits [improved health and behavioural changes]; (4) perceived support [support from family, the health care team and others]; (5) unmet support needs. Lung transplant recipients could perceive well-being from five aspects that caused significantly favourable transformation across a variety of aspects in patients' lives. These findings may support nursing staff when caring for this patient group, making them aware of multifaceted nature of well-being. They could offer insight into potential pathways for the development of nurse-led tailored interventions, based on specific elements of PERMA model. This work adds to a growing body of knowledge about well-being amongst lung transplant patients. These findings may support nursing staff when caring for this patient group, making them aware of multifaceted nature of well-being and illustrating factors that promote positive well-being in this group, based on specific elements of PERMA model. This study followed the Consolidated Criteria for Reporting Qualitative Research checklist. Two lung transplant recipients were involved in the early phases of this study. They helped in formulating the interview outline.

The Application of the Perma Model in Mental Health Education in Colleges and Universities

The Application of the Perma Model in Mental Health Education in Colleges and Universities

The PERMA model of well‐being and student engagement amid Covid‐19: A two‐wave study among a sample of Filipino university students

AbstractPrevious research has underscored the negative effects on students of the abrupt shift to online delivery of education due to the COVID‐19 pandemic. Positive education applies the principles of positive psychology to education, which highlights the importance of students' well‐being and fosters holistic development. This study investigated whether students' well‐being at the start of the semester can predict their academic engagement mid‐way through the semester. We collected data on students' well‐being and academic engagement in two waves; first, at the beginning of the semester (Time 1) and then 3 months in the semester (Time 2). We tested the students' general well‐being and the positive emotion, engagement, relationships, meaning, accomplishment (PERMA) elements at Time 1 with their academic engagement in terms of behavioral, emotional, and cognitive facets at Time 2. Our results show that general well‐being at Time positively predicts their total academic engagement and all engagement facets. However, among the PERMA elements, the Meaning element is not correlated with students' engagement or any of its facets. We also tested whether there was a significant change in student well‐being and engagement from the start of the semester and midway through. We found that there is a significant small increase in well‐being and engagement. Our findings suggest the importance of well‐being as a potentially positive resource for students where students with better well‐being tend to be more academically engaged. Educational institutions may consider fostering student well‐being in their goals to improve the academic success of students.

Effects of positive psychology intervention based on the PERMA model on psychological status and quality of life in patients with Parkinson's disease

ObjectiveTo explore the effect of a positive psychology intervention based on the PERMA model on depressive mood and the quality of life of patients with Parkinson's disease (PD). MethodsA total of 60 patients with PD with depression hospitalised between February 2022 and February 2023 were selected using a convenience sampling method. They were divided into a study group (30 cases) and control group (30 cases) using the random number table method. The control group was given routine nursing, whereas the observation group was treated using the PERMA model of positive psychological intervention. The Unified Parkinson's Disease Rating Scale (UPDRS), Parkinson's Disease Quality-of-Life Questionnaire (PDQ-39), Hamilton Depression Scale (HAMD), Hamilton Anxiety Scale (HAMA), Positive and Negative Affect Schedule (PANAS), and Connor–Davidson Resilience Scale (CD-RISC) scores were collected and compared before and after the intervention, and patient care satisfaction after the intervention was also recorded and compared. ResultsStatistically significant differences were identified in the UPDRS (t = 4.221, p < 0.001), PDQ-39 (t = 5.331, p < 0.001), HAMD (t = 4.298, p < 0.001), HAMA (t = 3.412, p < 0.001), CD-RISC (t = 3.426, p < 0.001), and PANAS (t = 3.432, t = 4.523, p < 0.001) scores. The UPDRS, PDQ-39, HAMD, HAMA, and negative emotion scores in the study group were lower than those in the control group, whereas the CD-RISC and positive emotion scores in the study group were higher than those in the control group. A significant difference in nursing satisfaction was also determined between the two groups (Z = −2.700, p = 0.012), and this result was higher in the study group (93.33 %) than in the control group (73.33 %). ConclusionA positive psychology intervention using the PERMA model can effectively counter the negative psychological states of depression, anxiety, and negative emotion in patients with PD, thereby significantly improving their quality of life, psychological resilience levels, and patient satisfaction.

A PERMA model approach to well-being: a psychometric properties study

Psychological well-being influences all the facets of adolescent success. This study examined the psychometric properties of PERMA, a subjective well-being measure consisting of five domains: positive emotions, engagement, relationships, meaning, and accomplishment. The sample size consisted of 502 high school students from public schools in Qatar. Contrary to expectations, the five-factor structure for PERMA did not fit our data well; however, after refining the model by the errors of the covariances between items, the one-factor model was found to be applicable. Multivariate analysis revealed that socioeconomic status (SES) and level of academic performance were independently and positively associated with overall well-being scores, whereas internalizing and externalizing behaviors were negatively associated. Notably, no significant effects of gender or age on well-being were observed. These findings suggest that interventions specific to socioeconomic status, academic excellence, and internalizing and externalizing behaviors in the school setting can produce more effective outcomes concerning student well-being.

PERMA Profiler: Adaptation to Sinhala

Recent history has seen an increased interest in wellbeing. This interest has been observed in clinical settings as well as at the level of state policies and at corporate levels. Following this interest, many models of wellbeing have been developed. The PERMA model of wellbeing was a more recent development forwarded by Martin Seligman, which measures the five core elements of wellbeing that are referred to as PERMA. The acronym stands for positive emotion, engagement, relationships, meaning, and accomplishment. This model is based on the conceptual framework of positive psychology. PERMA profiler is a psychometric measure of wellbeing, which is based on the PERMA model. This tool has been gaining recognition as a reliable and valid tool for the measurement of wellbeing, especially in occupational settings. The current study aimed to adapt the PERMA profiler to Sinhala, which is the language used by the majority of Sri Lankans. The tool was translated by two psychologists and was synthesised to one single translated version by a panel of three experts, and it was evaluated for clarity and relevance by another panel of experts. The pre-testing was done in a sample of 15 individuals and the back translation was carried out by a professional translator. The adaptation was completed in consultation with the original authors of the scale. Results indicated that the Sinhalese adaptation of the PERMA profiler was deemed to be well-suited to be used with Sinhalese speaking populations with an average education.

Multidimensional Measure of Well-Being, Translation, Factor Structure, Measurement Invariance, Reliability and Validity of the PERMA-Profiler in Spain

The main objective of this study is to examine the psychometric properties of the PERMA-Profiler in a Spanish context. The PERMA-Profiler, developed by Butler & Kern (Int J Wellbeing 6(3):1-48, 2016) to measure Seligman’s (Flourish: A visionary new understanding of happiness and well-being, 2011) PERMA model of flourishing, consists of five domains that assess well-being: Positive Emotion (P), Engagement (E), Relationships (R), Meaning (M), and Accomplishment (A). We translated and adapted the PERMA-Profiler, analyzed the instrument’s reliability, its validity based on an internal structure through three confirmatory factor analyses, gender and age invariance, and its convergent and discriminant validity. A total of 2525 participants completed all measures. The results of the analyses to confirm the internal consistency are very acceptable in all the domains and in Overall Well-being (PERMA), except for the Engagement domain. The results of three confirmatory factor analyses show that the model of five independent interrelated factors (domains) presents the best fit. The analysis shows the invariance across gender and age groups. The analyses of the convergent validity show that are positively and significantly related to satisfaction with life (SWLS), to the six evaluated dimensions of psychological well-being (PWB), to positive affect (PANAS) and dispositional optimism (LOT-R) and the general physical and mental health status (SF-36). The discriminant validity analyses show that are related negatively and significantly to negative affect (PANAS), the total score of depression (BDI-II) and the Cognitive-Affective and Somatic-Motivational factors. The findings of this study indicate that the PERMA-Profiler is transferable to the Spanish context, and the Spanish version is a reliable and valid measure of well-being.

The seeds of change: Antecedent variables and their impact in building grit and resilience through outdoor adventure education.

This study examines the impact of Outdoor Adventure Education (OAE) on developing grit and resilience in adolescents. Focusing on a United States-based sample collected in 2015, it explores how antecedent variables such as age and gender influence these outcomes, integrating the PERMA model of well-being to investigate underlying mechanisms. The research employed a cross-sectional design with 350 participants aged 14-18 from various OAE courses. Data collection involved pre/post surveys assessing grit and resilience as experiences through mastery, relatedness, and emotional reactivity. The study utilized established inventories for grit and the Resilience Scales for Children and Adolescents. Findings revealed significant grit, mastery, and relatedness increases following the OAE program. Participants demonstrated enhanced perseverance and passion toward goals, increased sense of mastery, and better relational dynamics. However, emotional reactivity scores remained largely unchanged. Notably, the impact of these programs varied based on participants' gender and socioeconomic status, indicating differential effects across demographic groups. The study suggests that OAE programs effectively foster grit and resilience in adolescents, with varying impacts based on demographic factors. It highlights the necessity for inclusive and adaptive program designs that cater to diverse participant needs. The results contribute valuable insights to the field of youth development, emphasizing the role of OAE in enhancing key psychological traits essential for adolescents' growth and adaptation.

PERMA Model and EFL Teachers’ Well-Being: A Systematic Review

PERMA Model and EFL Teachers’ Well-Being: A Systematic Review

PERMA Model and EFL Teachers’ Well-Being: A Systematic Review

PERMA Model and EFL Teachers’ Well-Being: A Systematic Review

Psychological Well-being and the Structure of the teacher’s Agency

Introduction. In positive psychology, psychological well-being is associated with personal resources that ensure creative processes and positive changes in a person’s life and activities. Considering agency as the main professional and personal resource of a teacher for positive transformations in modern education, we assume that agency acts as such a resource provided that the teacher perceives himself as a psychologically prosperous person. Psychological well-being in the study is considered within the framework of the PERMA model and represents the teacher’s self-representation of the main resources of positive functioning (positive emotions, involvement in relationship activities, meaning and achievement in activities) and his experience of happiness and life satisfaction. The purpose of the study is to study the characteristics of the psychological well-being of a modern teacher and the relationship between the components of well-being and the structure of the teacher’s agency.Materials and Methods. The severity of the components of teachers’ subjectivity was studied using the “Structure of agency” questionnaire (E. N. Volkova, I. A. Seregina). To study psychological wellbeing, the Russian version of the PERMA-Profiler questionnaire was used (O. M. Isaeva, A. Yu. Akimova, E. N. Volkova). 447 people participated in the study, of which 376 people. (84.1 %) – women, 71 people. (15.9 %) – men. The average age of study participants was 37.2 years (standard deviation SD=12.5). Work experience – from 1 year to 47 years.Results. The results of the study showed that the general level of well-being, as well as the values of the main components of well-being among modern teachers, is in the range of average values, however, all components of psychological well-being are expressed among teachers to a lesser extent than among representatives of other professional groups and in general among respondents of the Russian sample. Stratification variables that influence the psychological well-being of school teachers are the characteristics of age, work experience, and qualification category. The psychological wellbeing of teachers corresponds to older age, decreased work experience, and a low qualification category (or lack thereof). Psychologically well-off teachers are characterized by a balanced structure of agency, which presupposes uniform and high expression of all its components. Among the components of agency, psychological well-being is most determined by the teacher’s ability to make personal choice and the development of reflection.Discussion and Conclusions. The teacher’s psychological well-being can be considered as a characteristic of his/her professional socialization connected with the level of students' well-being. The actual level of teacher’s psychological well-being is lower than in the general Russian sample and in the sample of other professional pedagogical groups - preschool teachers. The low level of the teacher's psychological well-being can hinder the teacher's professional development. The teacher's psychological well-being is correlated with the teacher’s agency, in particular, with the teacher's activity, choices and responsibility, reflection. A balanced structure of agency is correlated the psychological well-being of teachers and the understanding another person is expressed to a significant extent.

Development of wellbeing among school learners through positive pedagogy

Keeping in view the growing psychological concerns among young children, the educational community is now recognizing the value of positive psychology in helping children learn, capitalize on their strengths, increase resilience, and prepare them for life. Positive education, as an applied area of positive psychology, tries to achieve these goals while providing a joint venture for collaboration among the various stakeholders in school education. The present paper is analytical in nature and focuses on the concept of positive pedagogy and its delineation in the existing literature. It also introduces the idea of integrating two well-known models (the PERMA model of wellbeing and the 5E model of experiential learning) with Brookfield's reflective practice model in order to impart wellbeing-rich content in the classroom. This integration aligns with the fundamentals of positive pedagogy and offers a systematic approach to integrating it into the teaching and learning process. Furthermore, the identification of distinct positive psychological interventions used by various positive education programs throughout the world has shed light on positive pedagogy. By taking into account the current status and associated challenges with the idea of positive pedagogy, several suggestions that may guide future advancements in the field of positive education and, more specifically, in positive pedagogy have been made in the article.

Motivation of Employees’ Personal Self-Construction

The aim of the article is to analyze the phenomena and features of motivation as a psychological phenomenon regarding the implementation of constructivism in the «relationship» of personnel and the organization, when the initiative of interaction belongs to a person as a subject of self-creation and production activity. Мethods: with the help of methods of analysis, synthesis and comparison, career phenomena are highlighted in the relationship of self-design and its management at the individual and organizational levels, which stimulates a positive personal environment of interaction, promotes active behavior in the application of positive personality resources. The categorical and structural-functional methods, units of analysis of motivational structures in the manifestation of conflictogens-tensions of a personal-constructive and communicative character were used. Methods of systematization and generalization as well as modeling method were applied . Research results. The congruence of well-being and personal self-construction of the organization’s personnel in the context of motivation for higher quality and effective organizational activity on the one hand and movement in the direction of one’s own well-being on the other is determined. The practical possibilities of motivation of self-reinforcement, self-regulation, self-efficacy, as well as the effectiveness of the application of the complex theory of motivation are considered in detail. The key problem of motivation in the process of personal self-construction of personnel is determined by the interdependent formed value orientations in relation to the profession and the vision of the personal meaning of the activity, which corresponds to deep personal meanings. Conclusions. The specific epistemological context of social constructionism in the motivational paradigm of personal self-construction of personnel, based on integrity, contextuality and preventiveness, is proven. The PERMA model of positive psychology is an important tool in relation to the concepts of self-construction motivation of personnel. Local structure-forming characteristics of the personal self-construction of the personnel of organizations in the motivational dimension are the behavioral capabilities of employees, realized in the recognition of achievements, positive feedback, which initiates the subject of self-construction.

Psychometric validation of the PERMA-profiler for well-being in Chinese adults

Well-being is one of the central topics in psychology, and research on this topic has shifted from emotional experiences to flourishing life in recent years. Seligman's PERMA model is a prominent theory in this shift. However, this model is proposed in Western culture and has yet to be empirically validated in the Chinese context. The present research aims to examine the applicability of the five-dimension PERMA-Profiler in Chinese culture, which has been developed based on the PERMA model. A sample of 1468 Chinese adults participated in the research. After translation and validation, a series of psychometric analyses were conducted to examine the internal consistency reliability, construct validity, convergent and discriminant validity, and factorial invariance across genders. The PERMA-Profiler Chinese showed high Cronbach's alpha coefficients (α = 0.79–0.88), good divergent (r = −0.19 to −0.38) and convergent validity (r = 0.53–0.85), as well as satisfactory structural validity. Results of the structural validity demonstrated a better fit to the first-order model with five correlated factors after modification (χ2/df = 4.65, RMSEA = 0.058, SRMR = 0.030, CFI = 0.943, TLI = 0.924) than the second-order model with a higher-order factor of well-being. However, the engagement dimension of the PERMA-Profiler Chinese could be improved further. In conclusion, the PERMA model is applicable to the Chinese culture, and the PERMA-Profiler provides a valid measure of well-being for Chinese adults.

Reducing Psychological Stress in Teachers: Evaluating the Efficacy of aCounseling Program Grounded in the PERMA Model

خلفية الدراسة ومشكلتها: جاءت هذه الدراسة بغرض بناء برنامج إرشادي يستند إلى نموذج بيرما، والذي يهدف إلى خفض الضّغط النّفسيّ عند أفراد الدراسة. الأهداف: هدفت الدراسة التعرف على فاعليّة البرنامج الإرشاديّ في خفض الضغوطات النفسيّة، وتوظيف فنيّات نموذج بيرما وتعزيز استخدامها في البيئات المؤسسيّة. الطرق المستخدمة: هدفت الدراسة التعرف على فاعليّة البرنامج الإرشاديّ في خفض الضغوطات النفسيّة، وتوظيف فنيّات نموذج بيرما وتعزيز استخدامها في البيئات المؤسسيّة. النتائج: أظهرت النتائج وجود فروق ذات دلالة إحصائيّة على القياس البعديّ لصالح المجموعة التجريبيّة؛ تُعزى لاستخدام البرنامج الإرشادي، المستند إلى نموذج بيرما ، بينما لم تظهر فروق ذات دلالة إحصائيّة على القياس التتبعي للضّغط النفسيّ للمجموعة التجريبيّة ، مما يدل على استمراريّة أثر البرنامج. الاستنتاجات (التوصيات والمساهمة): أوصت الدراسة تطوير البرامج الارشادية المستندة لنموذج بيرما والعمل على تفعيلها؛ لدراسة فاعليّتها على فئات أخرى من الموظفين والعمل على تسليط الضوء على أهمية الإرشاد النّفسيّ في بيئة العمل.