Positive Education Program Research Articles

Predicting psychological well-being based on attitudes toward aging and social support mediated by hope in life

ABSTRACT Given the increasing size and share of older population and the various mental and psychological challenges that individuals face with on the path of life to reach old age, it is crucial to investigate the factors affecting psychological well-being. Therefore, the present study aimed to predict psychological well-being based on attitudes toward aging and social support by meditating on hope in life. This study employed a correlational design with path analysis to explore the relationships between the variables of focus. The sample comprised 468 individuals aged 15 or older residing in Qom, Iran. Participants were recruited randomly using a systematic approach from 2021 to 2022. The participants completed the demographic profile questionnaire, Kogan’s Attitudes Toward Older People Scale, Snyder’s Adult Hope Scale, Vaux et al. Social Support Appraisals Scale, and the World Health Organization Well-Being Index. The data were analyzed using descriptive and inferential statistical tests of Spearman’s correlation and the structural equation model in SPSS24 and AMOS24. The hypothesized research model demonstrated an acceptable fit to the data (CMIN = 0.424, GFI = 1.000, CFI = 1.000, RMSEA = 0.001). Moreover, the variables of attitudes toward aging (β = 0.178, p < .01) and social support (β = 0.366, p < .001) jointly accounted for 19.3% of the variance in hope in life. Additionally, social support (β = 0.356, p < .001) and hope in life (β = 0.214, p < .001) collectively explained 23.6% of the variance in psychological well-being. The mediating role of hope in life in the relationship between attitudes toward aging and social support with individuals’ psychological well-being should be emphasized. Positive education programs appear to be essential for improving attitudes toward aging, increasing hope in life, and ultimately promoting psychological well-being in society.

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.

Is Positive Education an Appropriate Framework for Student Wellbeing in Anglican and other Christian Schools: A Review of the Literature

This literature review investigated potential problems associated with the uncritical implementation of a Positive Education approach to student wellbeing in the context of Anglican (or other Christian) schools. Six themes were considered in turn, drawing on a wide range of literature from the fields of education, philosophy, psychology, sociology and theology. These themes are as follows: 1. Distinctives of Anglican education in Australia; 2. Holistic education and the good life; 3. Understanding student wellbeing and flourishing; 4. The need for student wellbeing programs in schools; 5. Student wellbeing, Positive Psychology and Positive Education; 6. Is Positive Education compatible with a Christian worldview. The paper concludes that Positive Education programs, including PERMA and the VIA Character Strengths, ought to be critically considered and carefully adapted before implementation in Anglican or other Christian schools.

TEACHERS AND POSITIVE EDUCATION: SOME INDICATORS OF TEACHER PSYCHOLOGICAL WELL-BEING

It is often heard that the mental health of the population in Serbia is compromised and that the educational system is continuously deteriorating. However, there is still limited discussion regarding psychological well-being as a positive aspect of mental health that is of significant importance to enhance. The research presented in this paper was conducted with the aim of determining the psychological well-being of teachers, by assessing the levels of some “positive” and “negative” indicators (positive orientation, life satisfaction, hope for the future, exhaustion, perceived stress). The sample included 196 teachers / professional associates (88% female) with work experience ranging from 0 to over 20 years. The following instruments were used to measure indicators of psychological well-being: the Perceived Stress Scale, the Subscale of Exhaustion from the Oldenburg Burnout Inventory, the Optimism‒Pessimism Scale, the Positive Orientation Scale, the Life Satisfaction Scale, and the Hope for the Future Scale. The results show that teachers / professional associates report an increased level of perceived stress, but at the same time, they still find satisfaction in their profession. For participants showing high levels of Job Exhaustion and Perceived Stress, low levels of Life Satisfaction, Job Satisfaction, Positive Orientation, and Hope for the Future can be expected. As a way to improve mental health and psychological well-being of those employed in schools, the introduction of positive education programs in schools in Serbia is suggested.

The Relevance of Positive Education Concept for Pesantren in Indonesia

Studies on positive education that integrates traditional education with happiness and well-being is increasing rapidly. Unlike previous studies that were conducted in context of the Western world, the study aims to examine the relevance of special positive education to the education system in Indonesia particularly at pesantren. The research uses a qualitative approach with a case study design examining the concept of positive education offered by Seligman and its relevance to the education system at pesantren. The results show that the positive education program was designed at pesantren to teach well-being and achievement. Its implementation consists of several stages: teaching, embedding, and living positive education. The education system at pesantren is carried out in a curriculum namely the academic curriculum and the hidden curriculum. The hidden curriculum becomes a medium for transformation of santri character, values, morals, resilience, and the meaning of life based on religious values. There is a relevance relationship between the education system offered in positive education and the education system applied at pesantren. Pesantren in fact have implemented the principles offered by positive education although they have not taught specifically in one material about well-being, happiness and resilience as programmed in the implementation of positive education.

The Impact of the Positive Education Program Flourishing Students on Early Adolescents’ Daily Positive and Negative Emotions Using the Experience Sampling Method

The current experience sampling study examined the change in distinct daily positive and negative emotions of 136 students (aged 10–12) participating in the Flourishing Students program. Students completed smartphone-based questionnaires covering emotions, daily activities, and social context at eight semi-random intervals for six days. Using a cluster randomized design, 70 students participated in 32 well-being lessons, and 66 students followed their standard curriculum. The findings suggest that the intervention had a buffering effect on the increase in daily negative emotions that is typical during early adolescence. Moreover, participants in the program experienced positive changes in feeling less lonely and increased levels of calmness and enjoyment of being alone. Noticed in several daily activities were similar differences between the groups. The intervention effect was slightly more pronounced in girls than boys. Overall, we hope to encourage incorporation of positive psychology into education and to broaden the scope of evaluation methods.

An Innovative Model of Positive Education with Traditional Chinese Moral Values: An Evaluation of Project Bridge.

Project Bridge, as a new, contextualized positive education program, is designed to enhance university students’ character strengths and moral development, resulting in the promotion of their psychological wellbeing. Taking into account the differences between Western and Chinese cultures, the project integrated both Western and Asian concepts and values in the delivery of university education that would likely bring about optimal outcomes. In the evaluation, mixed methods were applied to demonstrate the outcomes of this newly developed positive education program. Pre- and post-test, as well as reflective writing, were adopted to measure the outcomes. Both quantitative and qualitative results demonstrated satisfying outcomes. Implications and future developments are discussed in the conclusion.

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

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

A Model of Positive School Leadership to Improve Teacher Wellbeing

Teacher wellbeing is critical for effective implementation of positive education programs (Quinlan 2017; Slemp et al. 2017). Yet, few studies have explored teachers’ experiences of wellbeing, and how to enhance their wellbeing, beyond a focus on their individual practices. This case study examines teachers’ perceptions of leadership practices that influenced their wellbeing in an urban high-school in New Zealand. Purposive sampling was used to select three ‘high wellbeing’ and three ‘low wellbeing’ teachers, who then participated in semi-structured interviews and completed a wellbeing journal. This article focuses on the leadership actions that teachers identified as enhancing their well-being (feeling valued, meaningful professional development, agency in decision making) and the essential skills leaders demonstrated (relationship building, contextual competence, social and emotional competence) that influenced teacher wellbeing. A model of positive school leadership is presented which outlines recommendations for leaders to enhance teacher wellbeing.

Interacting With Competence: A Validation Study of the Self-Efficacy in Intercultural Communication Scale-Short Form.

Self-efficacy encompasses the professional and personal language goals of learners as their progress depends upon a strong motivation to put practical language skills to use when the real world requires it. Intercultural communication and effectiveness are of interest to the professional and personal language goals of learners as their progress depends upon a strong motivation to put practical language skills to use when the real world requires it. Studying or working abroad and engaging in intercultural training are two such contexts that bind research in learner characteristics between applied linguistics and positive psychology as they provide a substrate of concrete interactions, transformative experiences characterized by opportunities for changes in self-concept, negotiations with values and authenticity, and forms of interpersonal development underwritten by intercultural communication as an ability. A tool to capture this domain-specific intercultural communication was previously developed with sojourner educational professionals for use among English speaking populations. However, the original study lacked confirmatory analyses of internal and external validity that would clarify model identification and applicability for research that deals with intercultural communication competence across populations with diverse sample characteristics. A total of 876 teachers (M age = 37.48, SD = 10.81) and 266 university students (M age = 19.48, SD = 0.74) in Japan responded to items from the SEIC instrument. Acceptable model fit was supported for the eight-item short form. Metric invariance was observed for individuals from a sample of sojourning English language teachers similar to the original validation and a nationwide survey of Japanese teachers of English, offering indications of cross-cultural validity. Degrees of equivalence were also found for the Japanese items as extending fitness for use to students from two universities in Japan. Concurrent validity was supported for SEIC measured by the scale with intercultural effectiveness competencies and speaking and listening self-efficacy constructs used in classroom contexts. Together, this study offers a tool of valid indicators for researchers and practitioners who aim to observe self-efficacy in positive education, intercultural training, or international programs that intersect with language learning and intercultural communication.

우울한 독거노인을 위한 긍정심리 기반 교육 프로그램의 효과

This study aims to investigate if an education program based on positive psychology for the depressed elderly living alone is effective in reducing depression and promoting happiness. The research subjects were 15 depressed elderly people over 65 who were using the Seniors Welfare Center located in U Metropolitan City. Seven people were assigned to an experimental group, and eight to a control group to implement the education program based on positive psychology. The control group did not participate in the education program. As for the research tools, the Korean Short Geriatric Depression Scale (K-SGDS) and Happiness Scale (MUNSH Scale, translated by Jang Hye-kyung 1998) were used. The education program based on positive psychology was composed of a total of eight sessions, each for 90 minutes per week. As for the period, this program was implemented from May through July 2019. As for the verification of the effectiveness of the program, this study conducted a pre-and post-test and used Wilcoxon’s signed-ranks test with the experimental group and control group. For qualitative analysis, the contents evaluation for each session and changes by group members were analyzed. The results of this study can be summarized as follows: First, depression and happiness of the elderly living alone are very closely related. Second, after implementing the positive psychological-based education program, the depression of the elderly living alone decreased, and their happiness improved, and it could be verified that this program was effective in improving the depression and happiness of the depressed elderly living alone. This study proposes that it is necessary to implement many education programs based on positive psychology in the future.

Growth Mindset as a Personal Preference Predicts Teachers' Favorable Evaluation of Positive Education as an Imported Practice When Institutional and Normative Support for It Are Both Strong or Both Weak.

Past research on pathways to cultural influence on judgment has compared the explanatory power of personal preferences, perceived descriptive norms and institutionalization. Positive education is an education movement inspired by Western positive psychology. The present study examined how these factors jointly predict Hong Kong teachers’ evaluation of imported positive education programs in their schools. In a field study, we measured teachers’ personal endorsement of growth mindset (a positive psychology construct developed in the US) and their evaluation of adopting positive education programs in their schools. We also measured teachers’ perception of the extent of institutional and normative support for positive education in their schools. The results show that teachers’ personal preferences for growth mindset predict more favorable evaluation of positive education programs when institutional and normative support for positive education programs are both weak, or when they are both strong. We interpret these effects from the perspectives of the strong situation hypothesis and the intersubjective theory of culture.

Examining the processes and effects of an exemplar school-based well-being approach on student competency, autonomy and relatedness.

As the application of positive education becomes more prevalent in schools, the importance of gathering information on optimal processes and outcomes associated with the programs, increases. The fulfillment of psychological needs such as competence, relatedness and autonomy, have seldomly been explored, yet they seem inextricably linked with well-being. It is also important to examine program qualities relating to delivery, relevance and practice opportunities. The current study examines (i) psychological need satisfaction as an outcome, using a quasi-experimental design and (ii) the processes involved in program delivery, using an explanatory sequential design. Year 9 students participating in the Geelong Grammar School (GGS) Timbertop well-being experience in Australia (n = 119) and 79 best matched well-being as usual (WBAU) students completed a psychological need satisfaction survey. A subgroup of 46 students also participated in focus groups. Mixed design analyses of variance indicated that the Timbertop Positive Education students experienced improved competence, relatedness and autonomy after the school year compared with 'WBAU' students. Findings from student focus groups also support the importance of well sequenced, active, focused and explicit learning processes for program success. This study provides support for building psychological need satisfaction with a positive education program that adopts practical, interactive and goal-oriented well-being learnings. This is encouraging and supports a context adapted replication and evaluation of the general Positive Education approach adopted by GGS in other schools.

The Impact of School Climate on Well-Being Experience and School Engagement: A Study With High-School Students.

The aim of this work is to investigate the factors promoting students’ engagement at school and supporting their well-being experience. According to the Positive Education there is a strong relationship between school environment and student’s well-being. Moreover, the quality of the school climate perceived by the students was found to influence engagement in school activities, as well. In this study, 153 students (M = 67) attending 10th grade were presented with tests and questionnaires to assess individual assets (personality traits, literacy skills), emerging appraisals (school-climate, well-being experience) and emerging actions (school engagement), according to the Student Well-Being Model. Path analysis showed that the best model does include neither individual assets nor direct effect of school climate on engagement, as the effect of school climate on engagement is mediated by well-being experience. The main result is that school climate has been confirmed as an important factor to be considered to improve engagement in school activities, but it is effective only when its influence can modify the well-being experience of the students. Moreover, the lack of significant effects of individual assets in the model suggests that improving school climate means to support well-being experience and, indirectly school engagement, irrespective to learning abilities and personality traits. This work encourages working in/with schools to implement positive education programs that support and sustain a positive school climate and culture for school-community wellbeing.

긍정심리교육 프로그램이 초등학생의 상호활성화 및 주관적 안녕감에 미치는 영향 : Bounce Back 프로그램의 효과성 검증을 중심으로

긍정심리교육 프로그램이 초등학생의 상호활성화 및 주관적 안녕감에 미치는 영향 : Bounce Back 프로그램의 효과성 검증을 중심으로

A Pilot Test of the Effectiveness of an Integrated Sex Positive Education Program

This mixed-methods study investigated the effectiveness of a sex positive sexual education and violence prevention program: Relationships, Sexuality, and Violence Prevention (RSVP). Researchers tested the impact of the program among 63 college women. A series of one-way ANCOVAs tested the impact of the program on (a) positive sexual self-understanding; (b) sexual assertiveness; (c) attributions of blame; (d) sexual communication; and (e) self-defense self-efficacy, with results showing the treatment group improved significantly in self-defense self-efficacy. Thematic analysis was conducted on qualitative responses, and the identified themes described behavioral and attitudinal changes experienced by participants.

Research on Positive Youth Development-focused Coach Education Programs: Future Pathways and Applications

Research on positive youth development (PYD)-focused coach education programs have provided valuable insights on how to increase youth sport coaches’ ability to facilitate PYD. Variables such as ke...

A Positive Education Program to Promote Wellbeing in Schools: A Case Study from a Hong Kong School

Students’ mental health is an alarming issue in Hong Kong, thereby increasing concern from psychologists, who attempted to implement positive education programs to equip students with skills to counteract mental health problems. This study followed the practice from positive psychology and conducted a Flourishing Life program based on the framework of the PERMA model in a secondary setting. The aims of the present paper are two-fold: to report the effort of the program and to evaluate the program’s effectiveness. A mixed-method sequential explanatory research design, including survey (n = 495) and subsequent two focus-group interviews (n = 8), was adopted to assess the program’s effectiveness. Results indicated that Forms Two and Three students (Grades 8 and 9) benefited more from the program than the Form One students (Grade 7). Overall, students reported that they had benefitted from the program. Findings provide supporting evidence to the whole-school approach program that operated effectively within the existing curriculum. This research may provide a direction for school curriculum leaders to promote students’ wellbeing by infusing essence from positive psychology to the school curriculum.

Positive education: Learning and teaching for wellbeing and academic mastery

Over the past decade, positive education has emerged as a rapidly growing arm of positive psychology that has attracted both interest and critique. Through a case study, we show that positive education can positively impact students, teachers, and others within the educational community, but success is not immediate nor imminent. We suggest that successful positive education programs blend evidence-based learning from the science of positive psychology, best practices in learning and teaching, whole school strategy, and evaluation, and consider pedagogy, philosophical assumptions, and the school’s culture. Positive education must be studied, applied, and managed responsibly, as there is also potential that attempts are ineffective or do harm. Finally, we consider implications for training, teaching, and professional practice. Positive education has made significant progress, but future research and application will benefit from a unified theoretical framework that adequately incorporates educational knowledge and pedagogical practice.

A Multidimensional PERMA-H Positive Education Model, General Satisfaction of School Life, and Character Strengths Use in Hong Kong Senior Primary School Students: Confirmatory Factor Analysis and Path Analysis Using the APASO-II.

The multidimensional PERMA-H positive education model provided evaluation and education framework for the theoretical and practice development of positive psychology in schools. Character strengths use mediates the association of strength knowledge and well-being. Using the Assessment Program for Affective and Social Outcomes (2nd Version) (APASO-II), the Subjective Happiness Scale, and the Physical Health Subscale of the PERMA-profiler, a multidimensional measure of PERMA-H was validated using confirmatory factor analysis in the context of a positive education program evaluation in senior primary school students. The association of PERMA-H measurements with school well-being as measured by general satisfaction of school life, and levels of depression and anxiety, and the mediation mechanism of character strengths use in such association were studied using path analysis. A cross-sectional sample of 726 senior primary school students (i.e., grade 4–6) aged 8–13 from the two primary schools completed a baseline evaluation questionnaire of a positive education program. Satisfactory internal reliability of the scales was obtained with Cronbach's alpha coefficients < 0.70. The scales were generally positively and moderately inter-correlated, except for level of anxiety and depression symptoms which was negative. Good psychometric properties of APASO-II were evidenced from the factor structure of sub-scale scores conforming to six factors of the PERMA-H model by confirmatory factor analysis. Path analyses showed that the APASO-II factors together with measures of subject happiness and positive health as the multidimensional PERMA-H model of positive education differentially predicted general satisfaction of school life, level of anxiety and depression, and character strengths use. Character strengths use mediated the relationship of Positive Engagement with general satisfaction of school life. Positive education utilizes knowledge and research findings from positive psychology in schools to produce intended positive outcomes like enhanced well-being and reduced level of depression in students. This study provided a solid foundation for related scientific research and the understanding of the multidimensional framework of positive psychology concepts. Systematic promotion and longitudinal evaluation of positive education at the institutional level in Hong Kong can be achieved with the use of APASO-II and the positive education scales of subjective happiness and physical health.