Positive Psychological Strengths Research Articles

Assessing the Role of Coping Styles as Mediators for Hope and Optimism in Measuring Academic Motivation among First Generation Learners

The present study was conducted to examine the impact of positive psychological strengths hope and optimism on academic motivation. To study the role of proactive coping, avoidance coping and emotion coping as a mediator of hope and optimism with academic motivation of students. College students participated. Significant positive relations found for hope and optimism. Regression analysis showed proactive coping significantly mediated the relations of hope and optimism with academic motivation.

‘The assessment needs to go hand-in-hand with the debriefing’: The importance of a structured coaching debriefing in understanding and applying a positive psychology strengths assessment

Objectives:Despite extensive empirical evidence supporting the use of strengths, minimal research has been conducted on the practical application of strengths tools. The objective of this study was to test the impact of a structured debriefing following completion of Realise2, an online strengths assessment, in relation to strengths application (Linley, Willars & Biswas-Diener, 2010).Design:The study utilised a qualitative design. Semi-structured interviews were employed and thematic analysis was used to identify themes representing the participant’s experience (Braun & Clarke, 2006).Method:The 20 participants were a mixture of middle and senior managers from a global travel organisation. All participants completed the Realise2 strengths assessment and a structured debriefing with a qualified coach. Following the debriefing, each participant completed a semi-structured interview to determine how the debriefing impacted their understanding and utilisation of the assessment findings.Results:The results show that the debriefing was associated with engendering action, enhancing self-efficacy and stimulating psychological development.Conclusions:The study found that all 20 participants benefited from having a structured debriefing after completing a strengths assessment. The debriefing led to a greater understanding and utilisation of the strengths assessment. This pairing has practical implications for those involved in strengths-based coaching and development. In addition, limitations of the study are discussed and areas for future research suggested.

Predictors of Positive Psychological Strengths and Subjective Well-Being Among North Indian Adolescents: Role of Mentoring and Educational Encouragement

The objectives of the study were to examine the relationship of positive psychological strengths and its dimensions (hope, optimism, self efficacy and resiliency) with subjective well-being, mentoring and educational encouragement; and to examine the role of demographic characteristics, mentoring and educational encouragement as a predictors of positive psychological strengths and subjective well-being. Data were collected from 464 professional course students, 200 males and 264 females residing in North India. Descriptive, correlations and regression analysis were performed. Gender, socio-economic, marital status and religious belief of the students significantly influencing on outcome variables. Significant positive relationship were found between positive psychological strengths with subjective well-being, mentoring from teachers and educational encouragement from parents, siblings and friends. Regression model revealed that mentoring on the part of the teachers significantly predicted positive psychological strengths and subjective well-being. Educational encouragement on the part of the parents, siblings and friends were significantly predicted the positive psychological strengths and subjective well-being. Role of mentoring and educational encouragement from parents, siblings and teachers was found to be imperative in developing positive psychological strengths and subjective well-being of contemporary adolescent, as well preparing skill to face challenges of life in a complex world.

An interpretative phenomenological analysis of stress and coping in first year undergraduates

In the UK, changes to the higher education system have increased the range of stressors experienced by students above those traditionally associated with the transition to university. Despite this, there is little qualitative research examining how students experience and cope with the adjustment to university. The experience of the transition was investigated in depth amongst 10 first year UK undergraduates. Purposive sampling resulted in a group with demographics similar to national statistics on UK undergraduates. Semi‐structured interviews were used beginning with a content specific vignette to develop rapport. Interpretative phenomenological analysis was utilised to analyse the transcripts and quality checks were implemented to increase the validity of the analysis. Five main themes were identified: all the change, with subthemes of independent living, homesickness, differences between post‐compulsory education and university; expectations of university; academic focus with subthemes of self‐discipline, motivation, learning from experience; support network with subthemes of establishing a support network, support for coping with problems; and difficulties with subthemes of difficulties experienced with housemates, finances and employment, and academic difficulties. Students used a range of coping strategies.By identifying the role of positive psychological strengths such as optimism, hope, self‐efficacy and self‐control in coping with stress and facilitating positive adaptation, the study locates positive psychological strengths within a transactional understanding of stress and provides depth and relevance to their role in facilitating adjustment. Such qualitative research is rare in the positive psychology and stress literature. Suggestions for easing the transition are made.

Positive affect and pain ratings in persons with stroke.

To examine the association between positive affect at discharge from inpatient medical rehabilitation and pain ratings 3 months postdischarge in persons with stroke aged 50 or older. A longitudinal study using information from the Stroke Recovery in Underserved Population (SRUP) data base. A 4-item positive affect scale and an 11-point visual analog pain scale were collected at discharge and at 3 months postdischarge. The study included 917 adults aged 50 and older with first-time stroke admitted to one of eleven inpatient medical rehabilitation facilities across the United States. The mean age of the sample was 71 years, 51.0% were women, and 51.6% were married. One third of the sample reported pain and the mean positive affect score was 9.2 (range 0-12). Cumulative logit models showed higher positive affect scores at discharge were significantly associated with lower pain ratings (OR: 0.87, 95% CI 0.81, 0.92) at 3-month follow-up after adjusting for discharge pain ratings, negative affect, and demographic and clinical characteristics. High positive affect at discharge from inpatient medical rehabilitation was associated with lower pain ratings 3 months post discharge after controlling for pain and negative affect at discharge and clinical and demographic characteristics. The identification of links between positive affect and pain may contribute to a better understanding of functional recovery processes poststroke and the planning of therapeutic programs directed at the positive psychological strengths in elderly persons with stroke.

Social Support as a Moderator of Positive Psychological Strengths and Subjective Well-Being

The present study was conducted to examine: (a) the relation of positive psychological strengths, i.e., hope, optimism, self-efficacy, and resiliency, with subjective well-being, and (b) the role of social support as a moderator of positive psychological strengths and subjective well-being. The following hypotheses were proposed: (a) that positive psychological strengths would be positively related with subjective well-being and social support; (b) social support would moderate the relation of positive psychological strengths with subjective well-being. 116 men and 64 women (M age=21.53 yr., SD=4.99, range=33) from India participated. Significant positive relationships were found for positive psychological strengths with subjective well-being and with social support network (family, friends, and others). Regression analysis showed social support significantly moderated the relations of positive psychological strengths with subjective well-being.

Positive Psychology and Character Strengths: Application to Strengths-Based School Counseling

The basic premise of positive psychology is that the happiness and fulfillment of children and youth entail more than the identification and treatment of their problems. This article provides an overview of positive psychology and the Values in Action (VIA) project that classifies and measures 24 widely recognized character strengths. Good character is multidimensional, made up of a family of positive traits manifest in an individual's thoughts, emotions, and behaviors. Recent research findings are presented concerning the correlates and the consequences of the VIA character strengths for positive youth development. Character strengths are related to achievement, life satisfaction, and well-being of children and youth. Further, the implications and specific techniques informed by positive psychology are discussed for school counselors in the context of a strengths-based approach.

Positive Psychology and Character Strengths:Application to Strengths-Based School Counseling

The basic premise of positive psychology is that the happiness and fulfillment of children and youth entail more than the identification and treatment of their problems. This article provides an overview of positive psychology and the Values in Action (VIA) project that classifies and measures 24 widely recognized character strengths. Good character is multidimensional, made up of a family of positive traits manifest in an individual's thoughts, emotions, and behaviors. Recent research findings are presented concerning the correlates and the consequences of the VIA character strengths for positive youth development. Character strengths are related to achievement, life satisfaction, and well-being of children and youth. Further, the implications and specific techniques informed by positive psychology are discussed for school counselors in the context of a strengths-based approach.

What Is a Positive Psychology Film?

Reviews the film, The pursuit of happyness directed by Gabriele Muccino (2006). The portrayal of positive psychology in the movies is a fascinating new area that warrants further exploration. For example, a clinician or instructor would do well to start with the film The pursuit of happyness. This film is based on the true story of an African American man, Chris Gardner, living in San Francisco in the 1980s. Financial hardship leads Gardner's wife to leave him and their son in pursuit of a better life in New York. Gardner, already struggling to bring in a small income selling bone density scanners, faces increased financial pressure along with the new challenge of being a single father. Although the film panders to the pseudo-positive psychology theme that hard work makes anything possible, it is a high-quality positive psychology film. The Gardner character is a fairly balanced portrayal of several positive psychology strengths (e.g., persistence, love, and hope); there are a variety of real-life obstacles to each strength (e.g., homelessness, unemployment, being a victim of theft, and the protagonist's separation from his wife); he overcomes obstacles and builds on his strengths (e.g., empathy for his son, creativity in an imagination game at a low point, finding ways to save time at work, and staying motivated at difficult times); and the film's tone is uplifting and inspiring. (PsycINFO Database Record (c) 2007 APA, all rights reserved)

The value of the psychological capital of immigrant entrepreneurs

Immigrant entrepreneurs have always played a critical role in the economies of countries around the world. Although considerable attention has been devoted to the importance of economic and financial capital, we examine three overlooked forms of capital that may enhance the success of immigrant entrepreneurs: human, social, and psychological capital. Special attention is given to the positive psychological capital strengths of hope, self-efficacy/confidence, optimism, and resilience. We propose that successful immigrant entrepreneurs are those who not only possess, but also seek to further develop and leverage this newly recognised form of capital in themselves and their associates.