Positive Psychology Research Articles

Gratitude practice helps undergraduates who experienced an earthquake in China find meaning in life

This study was conducted following a magnitude 6.8 earthquake that occurred in early September 2022, coinciding with the commencement of a positive psychology course for the affected students. A sample of 479 Chinese undergraduates was recruited for an intervention focused on weekly gratitude practice. Data were collected through an online questionnaire package at 3 time points: the first week of the course (Time 1), the fifth week (Time 2), and the ninth week (Time 3), assessing gratitude, learning engagement, and the meaning of life. Findings revealed that gratitude significantly predicted meaning in life through learning engagement over time. This highlights the significant mediating role of learning engagement in the context of earthquakes and provides insights for positive interventions aimed at facilitating personal growth among emerging adults in higher educational settings, particularly those who have experienced traumatic events such as earthquakes.

Examining the Influence of Gratitude on Sleep Quality Among Young Adult Population: A Scientific Exploration

The study investigates the intricate relationship between gratitude and sleep quality within the young adult population, delving into the realms of positive psychology, diverse cultural perspectives, and the physiological underpinnings of these phenomena. The study also uncovers the cross-cultural relevance of gratitude in influencing sleep quality among young adults. The methodology employed encompasses a mixed-methods approach, incorporating quantitative surveys to measure gratitude levels and sleep quality. The sample comprises a diverse group of young adults, ensuring the study's applicability across various demographic backgrounds. The results demonstrate the cross-cultural significance of gratitude in promoting well-being by showing a strong positive connection between gratitude and sleep quality. These results underscore the importance of fostering gratitude as a means to enhance sleep quality among young adults, irrespective of cultural backgrounds.

Developing guidelines for program design, practice, and research toward a positive and well-being education practice

ABSTRACT Positive education, a growing field that integrates positive psychology principles into educational settings, has gained momentum over the past 15 years. The field, however, faces challenges in translating positive psychology concepts into teachers’ professional practice and maintaining the quality of programs. To ensure the effectiveness and credibility of positive education, it is essential to develop clear guidelines for program design, practice, and research. This article presents proposed guidelines that emphasize the importance of a solid scientific foundation, multidimensional approach, embedding positive education into school culture, and ethical values. These guidelines provide a roadmap for promoting rigorous, relevant, high-quality research and practice in positive education. By adhering to these guidelines and fostering stakeholder collaboration, positive education has the potential to thrive, reaching more students and communities worldwide, ultimately transforming the educational landscape for the betterment of all.

UNDERSTANDING POSITIVE PSYCHOLOGY THROUGH THE LENS OF INDIAN KNOWLEDGE SYSTEM: INSIGHTS FROM SHRIMAD BHAGAVAD GITA

In todays educational landscape, where academic success shapes the future of the learners, the intense competition for excellence often pushes them into the dark realm of anxiety and depression. This struggle results in isolation, identity crisis and gives birth to various health issues such as hypertension, obesity, cardiovascular disorders and heightened aggression. Positive Psychology is a branch of psychology that emphasises on the importance of cultivating positive emotions such as joy, gratitude and contentment. It focuses on leveraging personal strengths and mental resilience to help individuals cope with lifes challenges more effectively. Bhagavad Gita holds an important place in Indian knowledge system as its timeless wisdom has guided the people over centuries. What positive psychology says today was said long back by Sri Krishna on the battlefield of Kurukshetra to bring Arjuna out of sadness and confusion and prepare him for the war. Through this paper, an humble attempt has been made to explore the ideas of positive psychology from the perspective of Bhagavad Gita. KEYWORDS: Shrimad Bhagavad Gita, Positive Psychology, Indian knowledge system, Stress Management, School Education.

Positive Reframing of Psychosis Risk Is Seen as More Beneficial and Less Harmful Than Negative Framing by Clinicians: An Experimental Videotaped Simulated Feedback Study.

Recent studies show that, despite providing some relief, feedback about being at risk for psychosis often triggers negative emotional reactions. Inspired by Tversky and Kahneman's (1981) work on the framing effect and medical framings that favors positive framing like "life-threatening" over "high-risk for death," this study tested the hypothesis that positive reframing of psychosis risk (PR) could alleviate these concerns. To establish the justifiability and feasibility of testing this hypothesis with patients and their families, the study first sought to test whether mental health professionals (MHPs) view positive framing as superior to present state-of-the-art approaches. The study used an experimental design utilizing a simulated feedback session, recorded with professional actors, featuring a clinician, an adolescent, and his mother. One hundred forty-eight MHPs were randomly assigned to view either negatively or positively framed feedback and were asked about its induced impact on the adolescent and mother. The study results supported our main hypothesis, indicating significant benefits of positive framing over negative in areas like empathy, stress reduction, stigma, help-seeking, and hope. Contrary to our second hypothesis, familiarity with PR did not affect these results. These findings suggest that MHPs view positive reframing of PR as more beneficial and less harmful than present negative framing approaches. This sets the stage for subsequent phases that will assess the perceptions and preferences of individuals at risk and their families. The discussion highlights possible misconceptions of positive framing, such as labeling, positive psychology, and de-medicalization.

The effects of loving-kindness meditation on doctors’ communication anxiety, trust, calling and defensive medicine practice

ObjectiveThe study investigated the effects of loving-kindness meditation (LKM) on doctors’ communication anxiety, trust, calling, and defensive medicine practice.MethodsThis study recruited 94 doctors from a hospital in China, randomized them to an LKM group (n = 47), and waited for the control group (n = 47). The experimental group accepted an 8-week LKM interference while the waiting for the control group underwent no interference. Researchers measured four major variable factors (communication anxiety, trust, calling, and defensive medicine practice) before and after the LKM intervention.ResultsIn the experimental group, trust, and calling were significantly higher, and communication anxiety, and defensive medicine practice were significantly lower than in the control group. In the control group, there were no noticeable differences in any of the four variables between the pre-test and post-test.ConclusionsThe results of this study demonstrate that LKM may help to improve trust, and calling, and reduce communication anxiety and defensive medicine practice. The finding of LKM’s effect extends the understanding of the integrative effects of positive psychology on the decrease of defensive medicine practice.Trial registrationChiCTR2300074568. Registered in Chinese Clinical Trial Registry (ChiCTR), 9 August, 2023.

The strength of self and L2 willingness to communicate: The role of L2 grit, ideal L2 self and language mindset

The introduction of positive psychology to the SLA domain triggered a bulk of research on how learners can thrive and flourish in the language classroom emphasizing the role that character strengths play in the achievement of goals. In this study, we examined character strengths in the context of second language (L2) learning and their role in a critical goal of L2 learning - the Willingness to Communicate (WTC) in the target language. Specifically, we examined the impact of L2 grit, Ideal L2 Self (ILS), and growth language mindset (growth LM) as complex direct and indirect predictors of WTC. Data was collected from 450 Iranian EFL learners with diverse language proficiencies. The predictor of L2 grit, the possible mediators of ILS and Growth LM, and the outcome variable of WTC were modeled in a double latent mediation model. Results indicated that ILS and growth LM fully mediated the relationship between L2 grit and WTC. As such, the study highlighted the role of personal strengths such as grittiness, self-motivation, and a growth LM in the L2 learning context. Finally, future research avenues are suggested based on the findings of this study.

A Comparative Study on the Impact of Gratitude on Well-Being among Youth and Adult Populations

Gratitude's impact on the welfare of young and old populations is primarily examined in this research paper. Gratitude, one of the multi-dimensional responses towards emotional behavior, has attracted a great deal in positive psychology for its capability to produce better mental health and quality well-being. The goal of this study is to analyze and contrast the impact of gratitude on subjective well-being, life satisfaction, and psychological resilience in two different age groups. This study uses a mixed-methods design, integrating quantitative and qualitative interviews to obtain detailed data. All participants from youth and adult age groups practice gratitude interventions, reflective exercises, as well as self-report measures. Such quantitative analyses use statistical comparisons of pre- and post-intervention well-being scores to shed light on any potential age variations in the performance of gratitude practices. The subjective perception of gratitude and its impact on overall well-being is also reflected by qualitative data, which emerged from in-depth interviews. The research takes into account situational variables including life events, social ties, and cultural elements that contribute to gratitude expression among different age groups. The results add to the literature on positive psychology by highlighting possible differences in efficacy, which may be related to the age cohort. These findings have implications beyond the application of targeted well-being interventions designed for youth and adult populations concerning their individual needs, bringing a more profound understanding of the role gratitude plays in ensuring mental health satisfaction is achieved. Keywords: Gratitude, Well-being, Age groups, Positive psychology, Intervention

A Combined Interventional Approach to Train Interview Skills in Autistic Transition-Age Youth.

The job interview can be challenging for autistic adolescents considering the required social communication skills. Further, having decreased awareness of personal strengths may make it difficult to advocate for oneself to a future employer. The purpose of the current pilot randomized controlled trial (RCT) is to examine the preliminary efficacy and feasibility of a combined interventional approach using: the Virtual Interview Tool for Autistic Transition-Age Youth (VIT-TAY) and Kessler Foundation Strength Identification and Expression (KF-STRIDE). Twenty autistic transition-age youth (TAY) were randomly assigned to two groups: an intervention group (n = 10) that received 9h of VIT-TAY (interviewing practice with a virtual human), and three lessons of KF-STRIDE (positive psychology intervention to learn and discuss one's personal character strengths) and a services-as-usual (SAU) group (n = 10). The primary outcome was measured using a video-recorded mock job interview performed at pre- and post-test, which was rated by blinded assessors. Secondary outcomes included self-reports of job interview skill, interview anxiety, work readiness and recent job search behavior. Paired samples t-tests revealed significant differences between pre- and post-test in the intervention group (but not the control group) on the mock interview total score (p = 0.02, d = 0.76) and self-reported job interview skills total score (p = 0.02, d = 0.75). The intervention group (but not the control group) had improvements in work-readiness (p = 0.06, d = 0.53) and job search behavior (p = 0.07, d = 0.52) that were characterized by medium effect sizes. This pilot study suggests that combining VIT-TAY with KF-STRIDE leads to improvements in performance-based and self-reported job interview skills.

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

Investigating Chinese university students’ foreign language enjoyment and anxiety in the EFL class

Abstract Emotion research in second language acquisition has flourished under the growing influence of Positive Psychology in recent years. The present study focuses on foreign language enjoyment (FLE) and foreign language classroom anxiety (FLCA) of 263 Chinese undergraduates in relation to learner variables as well as the sources of enjoyment and anxiety in the English class. Surveys with scales and open-ended questions were applied to collect data. Quantitative analysis revealed that learner variables, such as participants’ gender and their year of university, affected their FLCA but not FLE, while participants’ perception of their English levels was significantly linked to both FLE and FLCA. Furthermore, the uniqueness of Chinese FL learners’ FLE and FLCA was uncovered from participants’ narratives of their emotional experiences in College English class. The results of open-ended questions clarified that interesting teaching content, students’ good performance and progress, and well-designed classroom activities were effective boosters for foreign language (FL) learners’ enjoyment. Moreover, public speaking, the teacher’s random call, and peer pressure were closely related to spikes in students’ in-class anxiety. This study concluded with implications for EFL teaching, along with directions for further research.

Internet-based self-administered intervention to reduce anxiety and depression symptomatology and improve well-being in 7 countries: protocol of a randomized control trial

BackgroundOnline psychological interventions have emerged as a treatment alternative because they are accessible, flexible, personalized, and available to large populations. The number of Internet interventions in Latin America is limited, as are Randomized Controlled Trials (RCTs) of their effectiveness and a few studies comparing their effectiveness in multiple countries at the same time. We have developed an online intervention, Well-being Online, which will be available to the public free of charge in 7 countries: Mexico, Ecuador, Peru, Chile, Brazil, Spain, and the Netherlands. We expect a reduction in depression and anxiety symptoms and an increase in well-being of the participants.MethodsA multi-country, randomized controlled trial will be conducted. The intervention is multicomponent (Cognitive Behavioral Therapy, Behavioral Activation Therapy, Mindfulness, Acceptance and Commitment Therapy, and Positive Psychology), with 10 sessions. In each country, eligible participants will be randomized to one of three groups: Enriched Intervention (interactive web design with videos, infographics, text, audio, and forum), Text Intervention (text on the website), and Wait List (control group). Repeated measures will be obtained at 5-time points. Our primary outcomes will be anxiety symptomatology, depressive symptomatology, and mental well-being. MANOVA analysis will be used for our main analysis.DiscussionThis protocol describes the design of a randomized trial to evaluate the efficacy of a web-based intervention to reduce anxiety and depression symptomatology and increase subjective well-being. The intervention will be made available in four languages (Spanish, Portuguese, Dutch, and English). Its results will contribute to the evidence of effectiveness in terms of randomized trials and Internet interventions, mainly in Latin America and Europe.

The Chinese version of the general benefit finding scale (GBFS): Psychometric properties in a sample of college students.

Benefit finding has become a central construct in the evolution of positive psychology and attracted attention in recent literature. This study aimed to translate and validate the General Benefit Finding Scale (GBFS) in Chinese college students. Forward- and back-translation of the GBFS was followed by the assessment of semantic equivalence and content validity. A sample of 589 college students was recruited in China to conduct reliability and validity analysis. The construct validity was assessed using exploratory (EFA) and confirmatory factor analysis (CFA). Concurrent validity was assessed using Pearson's correlation coefficients of the GBFS with the Perceived Stress Scale (PSS) and World Health Organization-Five Well-Being (WHO-5). Internal consistency and two-week test-retest reliability were also evaluated. The content validity index for each item ranged from 0.83 to 1.00. EFA revealed a six-factor model, which exhibited acceptable goodness of fit in CFA (standardized root mean square residual = 0.031, root mean square error of approximation = 0.059, goodness-of-fit index = 0.860, comparative fit index = 0.904, Tucker-Lewis index = 0.890, chi-squared/degree of freedom = 2.07). The concurrent validity of the GBFS was supported by its statistically significant correlations with PSS (r = -0.271, p<0.001) and WHO-5 (r = 0.354, p<0.001). Moreover, the internal consistency for the overall scale was satisfactory, with Cronbach's α coefficient of 0.93 and McDonald's omega reliability of 0.94. The test-retest reliability was 0.82. Although the Chinese version of GBFS was examined in a homogeneous convenience sample of college students, it provides a reliable and valid instrument for assessing benefit finding in the Chinese context.

Promoting a thriving school community: Investigating the effectiveness of positive psychology interventions for improved teacher-student and staff relationships: A critical review

This critical review explores the potential of positive psychology interventions to cultivate a thriving school community by fostering positive relationships between teachers and students and among staff members. The highlights the ever-increasing recognition of the importance of positive relationships within schools for fostering student wellbeing, academic success, and staff satisfaction. The review synthesizes findings from various studies, examining the impact of positive psychology interventions on communication, trust, collaboration, and overall school climate. Both positive outcomes, such as increased student engagement and improved teacher-wellbeing, and potential challenges encountered during implementation are discussed. Additionally, the review considers factors that influence the effectiveness of interventions, such as school context, leadership support, and teacher training. The review acknowledges limitations in the current research base, including the need for more longitudinal studies and research investigating the long-term impact of positive psychology interventions. Furthermore, the review highlights the importance of considering contextual factors within schools that may influence the success of intervention implementation. In conclusion, this critical review underscores the potential of positive psychology interventions as a valuable tool for promoting positive relationships within schools. By cultivating a more positive and collaborative school environment, these interventions can benefit student wellbeing and academic achievement, staff satisfaction, and overall school climate. Future research is necessary to further refine these interventions and optimize their application within diverse educational settings. Ultimately, integrating positive psychology into school practices can contribute significantly to building thriving school communities where both students and staff can flourish.

Supporting a mentally healthy place of study: Examining the relationship between mental well-being, stress, and protective factors among university students.

Students can expect to experience stressors associated with their studies that can have detrimental effects on their mental well-being if not properly managed. Drawing on a positive psychology paradigm, protective factors can help students to counter study-related stressors and contribute to their mental well-being and academic success. The relationship between protective factors, such as maintaining perspective and building networks, with stress severity and positive mental well-being was examined in a sample of Australian university students undertaking postgraduate coursework. Students completed a survey measuring stress from the Depression, Anxiety and Stress Scale (DASS), positive mental well-being from the Short Warwick-Edinburgh Mental Well-being Scale (SWEMWBS), and seven protective factors from the Resilience at University (RAU) scale. Bivariate correlations were calculated for the RAU protective factors with stress and mental well-being. ANOVA examined the RAU protective factors in relation to mental well-being and stress severity groupings. All seven protective factors had a positive and significant relationship with positive mental well-being, and six of the seven protective factors had a negative and significant relationship with stress. A statistically significant difference was found for six of the seven RAU protective factors according to mental well-being group, and three of the seven RAU protective factors group according to stress severity group. A linear effect emerged between level of protective factor and mental well-being group, with participants in the high well-being group having the highest level of protective factors. Universities should focus on the development of protective factors to support students' well-being and help them to flourish in their studies.

Promoting a thriving school community: Investigating the effectiveness of positive psychology interventions for improved teacher-student and staff relationships: A critical review

Promoting a thriving school community: Investigating the effectiveness of positive psychology interventions for improved teacher-student and staff relationships: A critical review

PSYCHOLOGICAL SAFETY AND EMPLOYEE MOTIVATION AND FLOURISHING

The objective of this research is to investigate the complex relationships that exist between psychological safety, employee motivation, and flourishing in organizational settings. Specifically, the study will concentrate on developing creative work environments and analyzing the roles played by transformational and transactional leadership styles. The understanding of psychological safety as a fundamental component of an atmosphere where taking interpersonal risks is encouraged and enables staff members to freely interact, make suggestions, and work together without fear of consequences is at the heart of the inquiry. Based on positive psychology frameworks and self-determination theory, the study clarifies the several motivating factors—like relatedness, competence, and autonomy—that lead to employee thriving. It seeks to understand how these motivational elements, along with psychological safety, foster an atmosphere that is favorable to creativity and invention. The study explores the complex interrelationships between transactional and transformational leadership philosophies and how each influences psychological safety and encourages workers to come up with new ideas. The primary goal of the inquiry is to clarify how these leadership philosophies affect the individual and group creativity of employees. Through an analysis of the complex relationships between psychological safety, employee motivation, and leadership styles, the thesis seeks to provide practitioners and organizational leaders with practical advice. It is crucial to comprehend how these elements combine to influence creative work practices and inventive behaviors in today's dynamic and competitive environment, where innovation is essential to long-term success. Keywords: Innovative work behavior, Employee creativity, Transformational leadership style and Transactional leadership style.

A new approach to urinalysis: effectiveness of a contingency management program among adolescent offenders in Spain

BackgroundWhen addressing antisocial behaviour among adolescents, programs based on the paradigm of positive psychology through enhancing self-efficacy have demonstrated their effectiveness in furthering the positive development of young people with a history of antisocial behaviour. Nevertheless, there has been little research into the effectiveness of these type of programs in mitigating substance abuse among juvenile offenders. The aim of this paper is to analyse the effectiveness of a contingency management program in reducing the prevalence of relapses into drug consumption among adolescents who have committed serious crimes.MethodsThe study consisted of a sample of 91 male adolescents, between 15 and 19 years, in juvenile detention, who were divided into two treatment groups. For both groups, biological testing was used to detect drug consumption upon their re-turn from leave permits from the Centre.ResultsThe quasi-experimental group had significantly lower rates of relapse than the quasi-control group. Furthermore, being part of the quasi-experimental group was a significant predictor of reduced rates of relapses.ConclusionThe results suggest that the incorporation of treatment strategies which reinforce feelings of self-efficacy and adequate orientation towards the future, as a complement to disciplinary sanctions, are effective in reducing relapses in drug use among adolescent offenders.

Towards the Implications of Positive Teacher Interpersonal Behaviors for Spanish Learners’ Academic Engagement: Voices from Chinese SFL Learners

With the advent of positive psychology in the area of language education, more focus has been placed on the consequences of favorable teacher communication behaviors in language classes. Nonetheless, the function of language instructors’ interpersonal behaviors in raising learners’ engagement is somehow unknown. Furthermore, to the best of our knowledge, no research study has been carried out in Spanish language classes to explore the function of teacher communication behaviors in learners’ engagement. To fill this lacuna, the current inquiry looked into the role of teachers’ positive interpersonal factors in Chinese SFL learners’ behavioral, cognitive, and emotional engagement. For this purpose, a random sample of 32 SFL learners was chosen to participate in our online interview sessions. The answers of SFL learners to the interview questions were thematically analyzed via MAXQDA software. The thematic analysis findings pointed to the value of teacher communication behaviors in improving SFL learners’ engagement. The analysis outcomes also demonstrated the potential of 11 positive interpersonal behaviors (rapport, care, clarity, credibility, confirmation, immediacy, closeness, praise, feedback, respect, and stroke) in increasing Spanish language learners’ academic engagement. The practical implications that may emerge from the present study’s outcomes are finally discussed.

Rethinking Resistance as Relational – Resisting Psychologization in Psychology: Lessons from Carrère’s Between Two Worlds

AbstractPsychology, and in particular mainstream positive psychology, is fuelled by discourses on resistance strategies, understood as the individual capacity to resist and adapt to negative and oppressive thoughts, circumstances, experiences, and social structures. This self-strategy of resistance is evident in positive psychology’s notions of resilience: grit, life-crafting, and job-crafting behaviors, for example. While positive psychology would have us believe these strategies are associated with overcoming hardship and living a good life, they risk imbricating people in their own oppressions. In this paper, we engage in a reading of Carrère’s Between Two Worlds (original title Ouistreham) (2021), a movie featuring multiple examples of resistance. The movie shows how precarious workers enact self-strategies of resistance to fight for a decent and bearable life. They persevere despite ongoing hardships, seek joy amidst tragic life events, and find meaning in menial labor. However, resistance also appears as relational and political, and thus escapes and exceeds self-focused psychological categories of resistance. Resistance appears as the refusal to be understood solely in individual and individualizing ways – as a psychologized and knowable subject – and is characterized by relational, contextual, and political tactics. The movie profanes established positive psychology’s individualist focus on resistance. This profanation of self-strategies of resistance affords an opportunity to rethink resistance beyond the individual and compels us to problematize the tendency to psychologize and individualize social phenomena. In doing so, our paper too resists the determination of psychological language (i.e., psychologization) and advances ideas for alternative resistances in, to, and of psychology.