Positive Psychology Research Articles

Flourishing Among Elderly Population: The Role of Social Support and Gratitude.

This paper sets out a framework for exploring flourishing in older age through the lens of social support and gratitude. Flourishing is a relatively new concept in positive psychology. Social support and gratitude are as potential predictors of flourishing among older individuals that considers hedonic and eudaimonic aspects of well-being. The current study evaluated the relationship between social support and gratitude associated with flourishing among elderly people. The proposed relationship was assessed among 413 elderly people from north India aged 60-90 years with a mean age of 67.94 years. The data were analysed using a two-step approach to structural equation modeling. The findings revealed that gratitude as a mediator in the relationship between social support and flourishing. Additionally, a significant indirect relationship was also found between perceived social support and flourishing via gratitude. To the best of our knowledge, the current study is one of the first studies that conceptualizes and assesses flourishing among older adults in India. The findings from the present study make important contributions to the existing literature on well-being among elderly population. It is suggested that health and social care professionals working with older adults adopt a comprehensive approach to identify and propel non-flourishing people toward flourishing in life.

The Impact of Emotional Factors on L2 Learners Enjoyment and Anxiety in Foreign Languages

In light of the expansion of globalization and the intensification of cross-cultural communication, there is an increasing necessity to learn a second language (L2). However, many L2 learners face emotional challenges throughout the learning process, which affect their learning experience and outcomes. This paper explores the emotional experiences of Chinese learners of English as a L2 and their impact on learning outcomes. Theoretical frameworks from positive psychology and educational psychology are then employed to investigate the roles of foreign language enjoyment and foreign language anxiety, as well as the moderating effects of classroom environment and social support. The results show that foreign language enjoyment has a positive effect on learning outcomes, whereas foreign language anxiety has a detrimental effect. In the case of semantic-prefix incongruence, high-level learners exhibited stronger interference effects, which indicates the complexity of affective information processing. Therefore, the paper not only deepens the comprehension of emotional factors in foreign language learning, but also provides valuable insights into foreign language teaching practices, which indicates that teachers should prioritize students affective experiences, optimize classroom environments, and offer positive social support to promote their affective engagement and learning outcomes. Future research should further explore the differences in students affective experiences in different cultural contexts to achieve more comprehensive and personalized foreign language teaching goals.

Thriving, not just surviving: Using positive psychology to build psychological wellbeing in pre-tertiary students

The significance of psychological wellbeing for student success is under-investigated, particularly for pre-tertiary Enabling students (those traditionally under-represented in higher education). Positive Psychology Interventions (PPIs) have proven effective in enhancing wellbeing but are rarely integrated into university courses. This study explored a PPI, Be Positive, a 12-week program, designed to teach students strategies and techniques to help them re-frame their thinking about themselves and their academic pursuits. The program was evaluated with 37 Enabling students who completed weekly wellbeing questionnaires alongside self-reports about their study-related wellbeing. Results indicated fluctuating but generally positive levels of wellbeing throughout the program, with the highest levels recorded in the final weeks. A significant number of participants (79%) reported positive wellbeing by the program end, contrasting typical declines in student wellbeing during university terms. Thematic analysis of student reflections on how the program supported their wellbeing identified four key areas: affective balance, adaptive psychological resources, self-regulation, and positive implications for both academic and personal life. The findings suggest that PPIs like Be Positive can offer a proactive approach to mental health, equipping students with tools for resilience and emotional regulation, thereby enhancing wellbeing and potentially subsequent academic performance.

A character-strengths based coaching intervention to improve wellbeing of rural community health workers in Madhya Pradesh, India: Protocol for a single-blind randomized controlled trial

BackgroundThere is scarce knowledge on the use of structured positive psychology interventions for reducing work-stress and improving wellbeing of rural community health workers in India, particularly the Accredited Social Health Activists (ASHAs) who are village-level (resident women, incentivised) lay health workers. This trial will test the effectiveness of a ‘character-strengths’ based coaching intervention compared to routine supervision on wellbeing (‘authentic happiness’) of ASHAs. MethodsThis protocol is for a single-blind, parallel group randomized controlled trial comparing the effectiveness of a five-day residential workshop focusing on the use of character-strengths and subsequent 8- to 10-week remote telephonic coaching (weekly) to individually support ASHAs to improve their wellbeing, against routine health system support. The arms are intervention added to routine ASHA supervision (weekly, by the ASHA supervisor), and routine supervision alone (control arm). The target sample comprises 330 rural ASHAs in Madhya Pradesh, India. The primary outcome of mean Authentic Happiness Inventory (AHI) scores will be compared between arms at 3-month follow-up. Secondary outcomes will include an assessment of ASHA's self-reported affect, self-efficacy, flourishing, burnout, motivation, physical health symptoms, quality of life, and routine work performance indicators, and the consequent patient-level outcomes [e.g., service satisfaction and depression remission rates after receiving brief psychological treatment by trained ASHAs]. We will also evaluate the costs of developing and delivering the intervention. DiscussionThis trial will determine whether a character-strengths based coaching intervention is an effective and scalable approach for reducing work-stress and improving wellbeing of rural ASHAs in low-resource settings.

The relationship between psychological capital and humanistic caring ability among mental health nurses in Saudi Arabia

BackgroundThe ability to provide humanistic care has a significant impact on the therapeutic relationships in psychiatric services, which in turn influences patients’ outcomes.AimTo examine the relationship between psychological capital and humanistic care ability among mental health nurses in Saudi Arabia.MethodsA descriptive correlational research design was implemented in this study. A convenience sampling method was used to collect information from 500 mental health nurses from a governmental mental health facility. The data were collected using the psychological capital questionnaire and the caring ability inventory.ResultsThe results revealed high levels of psychological capital and humanistic care ability among mental health nurses. Psychological capital significantly predicted humanistic care ability (\\documentclass[12pt]{minimal} \\usepackage{amsmath} \\usepackage{wasysym} \\usepackage{amsfonts} \\usepackage{amssymb} \\usepackage{amsbsy} \\usepackage{mathrsfs} \\usepackage{upgreek} \\setlength{\\oddsidemargin}{-69pt} \\begin{document}$$\\:{R}^{2}=$$\\end{document} 0.630, F(1,498) = 851.16, p< 0.001). Also, there were significant relationships between sociodemographic variables and psychological capital (age, educational level, and professional title) and humanistic care ability (age and years of experience).ConclusionPsychological capital was found to be be positively associated with the humanistic care ability of mental health nurses. The findings of this study suggest that nursing managers should explore strategies from the viewpoint of positive psychology to enhance the psychological capacity of mental health nurses to provide humanistic care abilities, which can effectively improve nurses-patients’ relationships and outcomes in clinical practice.

‘It Never Ends’: Disability Advocacy and the Practice of Resilient Hope

Political advocacy is an important religious practice. But social activism can be discouraging. This paper integrates moral theology, virtue ethics, positive psychology and spiritual formation to highlight the importance of resilient hope for social justice advocates. Part 1 describes an important justice issue—public services for disabled people. Part 2 defines transformational advocacy and outlines an advocacy theology. Part 3 analyzes despair and hope. Part 4 summarizes spiritual practices for building resilient hope.

Positive psychology in action: Exploring the role of altruistic teaching in enhancing English reading comprehension among L2 learners

Positive psychology in action: Exploring the role of altruistic teaching in enhancing English reading comprehension among L2 learners

Testing the validity of the broaden-and build theory of positive emotions: a network analytic approach.

The Broaden-and-Build Theory of positive emotions is one of the best known and applied theories in Positive Psychology. It argues that positive emotions initiate an upward movement by opening up the mind and broadening thoughts and thus represents a counter model to the vicious circle-models of clinical psychology. The number of studies directly testing this theory in all components is scarce, ambiguities in the model impede clear inference. To draw a conclusive picture on within-model processes, we applied network modeling on the components of the theory across two studies (N 1 = 312; N 2 = 302). In both studies, the positive relationship between positive emotions, resources and life outcomes is well-supported, yet the role of broadening, as an intermediary component within these is questioned. As the broadening component consistently deviated from the model's predictions and thus did not contribute to the model as expected in either study, the validity of the Broaden-and-Build Theory in its current conceptualization is challenged, and our results point to the need to reassess the role of broadening.

Using Positive Psychology to Uplift Minority Youth: The Importance of Sound Conceptualization and Contextualization

As addressed in the critiques related to theory, measurement, and contextualization identified in Van Zyl et al.’s (J Posit Psychol 1–30, 2023) systematic review, positive psychology has failed to robustly conceptualize and assess the contextually nuanced character and virtue development of non-WEIRD samples, particularly ethnic-racial and religious minority youth, such as Muslim American adolescents. The purpose of this commentary was to provide a conceptually sound and contextualized approach to studying virtue development that uplifts minority youth’s lived experiences and does not undermine their development. We presented potential solutions for criticisms of positive psychology related to theoretical underpinnings, measurement, and decontextualized approach and illustrated the utility of these solutions with concrete examples within the context of Muslim American adolescents as an example of a non-WEIRD population. The paper concluded with recommendations for how these strategies could be similarly applied to uplift other ethnic-racial and religious minority youth populations.

How to Improve the High School Students' Foreign Language Enjoyment?

Foreign language enjoyment (FLE) has been the cornerstone of the recent positive psychology in foreign language (FL) learning movement. Introduced by Dewaele and MacIntyre (2014), FLE can be defined as a broad positive emotion experienced by FL learners when their psychological needs are met in the FL classroom. It represents the first foray into quantifying positive emotions in FL research since it was introduced in 2014. In recent years, many scholars have linked positive psychology with education and teaching to explore the impact of positive psychology on students' learning. As a language, English can be used not only to communicate but also to express feelings and thoughts. Highschool English teaching should not only let students master the basic language knowledge and skills, but also cultivate students' emotional values. However, high school English teaching has the characteristics of boredom, complexity and comprehensiveness, so many students show negative emotions in learning, and some students even have psychological problems. Therefore, the author in this study puts forward some ways to improve the FLE according to the characteristics of high school English.

Modeling speaking performance in young learners of Chinese as a heritage language: The interplay of L2 grit, motivational intensity, and willingness to communicate

Despite the growing attention to non-cognitive factors and their effects explored in studies inspired by Positive Psychology, there remains a scarcity of research examining how these factors impact young heritage learners’ language development in Chinese as a Heritage Language (CHL) learning, weakening the generalization of prior findings. Given the importance of speaking ability in developing communication skills and fostering language proficiency, this study investigates the interplay effects of L2 grit, motivational intensity, and willingness to communicate (WTC) on the L2 speaking performance among young CHL learners (N = 383), employing structural equation modeling (SEM). The findings indicate that 1) L2 grit, which encompasses perseverance of effort (PE) and consistency of interest (CI), significantly and positively predicts motivational intensity; 2) PE and WTC are direct predictors of speaking performance, whereas CI is not a direct predictor; 3) CI indirectly predicts speaking performance through the mediation of WTC; and 4) both PE and CI can positively predict speaking performance through the serial mediation of motivational intensity and WTC. The research concludes by presenting its implications for CHL educators and instructors in designing tailored approaches to enhancing young learners’ speaking skills within the framework of heritage language and beyond.

Influence of interpersonal relationship on subjective well-being of college students: The mediating role of psychological capital

Background Nowadays, the contradiction between the rapid improvement of people’s material living standard and the loss of spiritual pursuit or the increase of pressure is becoming more and more serious.With the impact of the new corona-virus pandemic, the employment situation of college students is more severe. This leads to the growth of psychological problems and alienation behavior of college students. In the promoting positive psychology and enhancing the happiness of the whole people, the relationship between interpersonal relationship and subjective well-being of college students is an interesting and valuable research topic. Methods The structural model with AMOS21.0 was used to verify the mediating effect of psychological capital between interpersonal relationship distress and SWB from the survey data of 673 college students. Results The interpersonal distress has a negatively correlated with psychological capital and SWB, while psychological capital has a positively correlated with SWB. Psychological capital has Partial mediating effect between interpersonal distress and SWB, and the indirect effect accounts for 57% of the total effect. Conclusion This study indicates that schools should pay attention to education and intervention in psychological capital, except for strengthening knowledge and skill training of college students in how to communicate with others.

Unpacking the Dynamics of AI-Based Language Learning: Flow, Grit, and Resilience in Chinese EFL Contexts.

Artificial intelligence and positive psychology play crucial roles in education, yet there is limited research on how these psychological factors influence learners' use of AI, particularly in language education. Grounded in self-determination theory, this study investigates the factors influencing Chinese English learners' intention to use AI for language learning. Utilizing structural equation modeling, this research examines the mediating roles of grit, flow, and resilience in the relationship between basic psychological needs and the intention to use AI. Data were analyzed using AMOS 26 and SPSS 26. The findings reveal that flow, grit, and resilience mediate the relationship between basic psychological needs and the intention to adopt AI tools for language learning. This study provides valuable insights into how educational environments can be designed to fulfill psychological needs, thereby fostering greater engagement and acceptance of AI in language education.

Exploring Egalitarianism: A Conceptual and Methodological Review of Egalitarianism and Impacts on Positive Intergroup Relations.

Considerable research on intergroup relations emphasizes attitudes, motivations, and emotions that lead to the reduction of prejudice. While factors that actively promote positive intergroup interactions have been emerging, a central theoretical framework has not been formally proposed. To address this gap, we engaged a positive psychology lens to explore how researchers have defined key indicators and consider the positive counterparts of traditional prejudice-reduction models to begin building a new framework of egalitarianism. After scanning 16,840 records that emerged in PsycInfo using keywords "egalitarian", "non-prejudice", and "intergroup", we assessed 158 articles for eligibility. Among the relevant articles (N = 54), we analyzed authors' definitions, methods of measurement, types of processes, and outcomes associated with egalitarian values as they related to intergroup behavior. Overall, there was notable variability in how researchers conceptualized and studied egalitarianism. We discuss the five broad categories of egalitarianism (prejudice reduction, universal orientation, concern for others, positive expression, and low social dominance orientation) and how they relate to positive or negative and approach or avoidant outcomes. Through these findings, we urge scholars to utilize a centralized model for studying egalitarianism in intergroup contexts moving forward.

Well-Being Outcomes of Health Care Workers After a 5-Hour Continuing Education Intervention

Compromised well-being in health care workers (HCWs) is detrimental to the workforce, organizations, and patients. To test the effectiveness of Well-Being Essentials for Learning Life-Balance (WELL-B), a web-based continuing education program to deliver brief, evidence-based, reflective, psychological interventions to improve 4 dimensions of HCW well-being (ie, emotional exhaustion, emotional thriving, emotional recovery, and work-life integration). A randomized clinical trial (RCT) of US inpatient and outpatient HCWs randomized 1:1 was conducted from January 3 through May 31, 2023, using a web-based intervention. Cohort 1 received 5 hours of WELL-B over 8 days; cohort 2 acted as the control group and received WELL-B after the end of the RCT. Eligibility criteria were US HCWs aged 18 years or older, including clinical (physician, nurse, and respiratory therapist) and nonclinical (administrative, information technology, and finance) roles. Continuing education sessions exposed participants to positive psychology interventions (gratitude letter, work-life integration, self-compassion and cultivating awe). The primary outcome was emotional exhaustion on day 8; secondary outcomes included emotional thriving, emotional recovery, and work-life integration. All outcomes were measured using psychometrically valid scales previously reported in well-being RCTs and were assessed on days 1 and 8 (primary end point). Differences in outcome measures between the WELL-B intervention group and controls were assessed using t tests. Baseline-adjusted multiple linear regression models were evaluated to examine the association between the WELL-B intervention and the outcome measures after adjusting for additional covariates (sex, race and ethnicity, age, HCW role, and discipline). Intention-to-treat analysis was performed. The cohorts were similar at baseline, mostly female (528 [89%]) and nurses (177 [30%]). A total of 643 respondents participated in the study. In cohort 1, 331 participants initiated WELL-B, and 262 (71%) completed the day 8 follow-up; in cohort 2, 312 participants initiated WELL-B and 291 (77%) completed the day 8 follow-up. Compared with the control cohort, WELL-B significantly improved emotional exhaustion (estimate: -9.0; 95% CI, -13.1 to -4.9; P < .001), emotional thriving (estimate: 6.6; 95% CI, 3.2-10.0; P < .001), emotional recovery (estimate: 5.5; 95% CI, 2.0-9.0; P = .002), and work-life integration (estimate: -5.0; 95% CI, -8.2 to -1.9; P = .002). After adjusting for baseline outcome measures, sex, race and ethnicity, age, HCW role, and discipline, the linear regression model showed WELL-B improved day 8 emotional exhaustion (estimate: -9.6; 95% CI, -12.5 to -6.6; P < .001) compared with the control group. Favorable impressions of WELL-B were reported by more than 90% of the participants. In this RCT, brief well-being activities delivered during continuing education sessions improved short-term HCW emotional exhaustion, emotional thriving, emotional recovery, and work-life integration, with and without adjusting for covariates. Health care worker impressions of WELL-B were positive. These findings suggest that WELL-B is a beneficial intervention. ClinicalTrials.gov Identifier: NCT05636072.

Psychology of religion and spirituality in Jewish contexts: A synthetic review

Jewish spirituality and religion include dynamics that are different from other traditions and have important implications for relational forms of spirituality. Certain approaches to relational Judaism (e.g. Mussar) have offered insights for understanding the folk psychology of relational spirituality in Jewish contexts but have not generated empirical research. Existing research in the psychology of Jewish religion and spirituality draws on several theoretical frameworks and has generated helpful findings. In this synthetic review, we foreground the role of theory in psychological research and offer a brief review of several theoretical frameworks used in research on the psychology of Jewish religion and spirituality (cognitive-behavioral, psychodynamic, cultural psychology of religion, and positive psychology). The relational spirituality model (RSM) is summarized as a conceptual framework that could be useful for future research in this area. We use the RSM as a heuristic organizing framework to review several lines of prior empirical research on the psychology of Jewish religion and spirituality that fit within the RSM domains of spiritual dwelling, seeking, and struggles. The final section outlines future directions in research in this area based on the RSM, with particular attention to dimensions of diversity (e.g. gender, sexual orientation), diverse contexts of Jewish spirituality, Jewish spirituality in relation to both mental health suffering and flourishing, and historical trauma. We also highlight the need for research on Jewish spiritual development in communal settings (e.g. congregations, seminaries) to provide a deeper understanding at both individual and communal levels, and interdisciplinary integration with Jewish theology.

Impact of web-based positive psychological intervention on emotions, psychological capital, and quality of life in gastric cancer patients on chemotherapy.

Gastric cancer is a malignant digestive tract tumor that originates from the epithelium of the gastric mucosa and occurs in the gastric antrum, particularly in the lower curvature of the stomach. To evaluate the impact of a positive web-based psychological intervention on emotions, psychological capital, and quality of survival in gastric cancer patients on chemotherapy. From January 2020 to October 2023, 121 cases of gastric cancer patients on chemotherapy admitted to our hospital were collected and divided into a control group (n = 60) and an observation group (n = 61) according to the admission order. They were given either conventional nursing care alone and conventional nursing care combined with web-based positive psychological interventions, respectively. The two groups were compared in terms of negative emotions, psychological capital, degree of cancer-caused fatigue, and quality of survival. After intervention, the number of patients in the observation group who had negative feelings toward chemotherapy treatment was significantly lower than that of the control group (P < 0.05); the Positive Psychological Capital Questionnaire score was considerably higher than that of the control group (P < 0.05); the degree of cancer-caused fatigue was significantly lower than that of the control group (P < 0.05); and the Quality of Life Scale for Cancer Patients (QLQ-30) score was significantly higher than that of the control group (P < 0.05). Implementing a web-based positive psychological intervention for gastric cancer chemotherapy patients can effectively improve negative emotions, enhance psychological capital, and improve the quality of survival.

Local brain abnormalities in emotional disorders: Evidence from resting state fMRI studies.

Emotional disorders inflict an enormous burden on society. Research on brain abnormalities implicated in emotional disorders has witnessed great progress over the past decades. Using cross-sectional and longitudinal designs, resting state functional magnetic resonance imaging (rs-fMRI) and its analytic approaches have been applied to characterize the local properties of patients with emotional disorders. Additionally, brain activity alterations of emotional disorders have shown frequency-specific. Despite the gains in understanding the roles of brain abnormalities in emotional disorders, the limitation of the small sample size needs to be highlighted. Lastly, we proposed that evidence from the positive psychology research stream presents it as a viable discipline, whose suggestions could be developed in future emotional disorders research. Such interdisciplinary research may produce novel treatments and intervention options. This article is categorized under: Psychology > Brain Function and Dysfunction.

Psychological Interventions and Those With Elements of Positive Psychology for Child and Youth Mental Health During the COVID-19 Pandemic: Literature Review, Lessons Learned, and Areas for Future Knowledge Dissemination.

There was a marked decline in child and teenage mental health worldwide during the pandemic, with increasing prevalence of depression, anxiety, and suicide. Research indicates that positive psychological interventions may be beneficial for mental health. The aims of this review were to evaluate positive psychological interventions for child and youth mental health implemented during the COVID-19 pandemic and assess overall effectiveness for mental health and knowledge. We undertook a literature search of PubMed, MEDLINE, and Google Scholar for all eligible studies on digital and hybrid in-person psychological interventions for youth mental health during the COVID-19 pandemic. A particular emphasis was placed on positive psychological interventions or interventions that had components of positive psychology, including gratitude, acceptance, positive emotions, or resilience building. A total of 41 interventions were included in this review. Most of the interventions were digital. Overall, most of the interventions assisted with one or more mental health or psychological indicators, such as depression, anxiety, posttraumatic stress disorder, stress, and resilience. However, findings were mixed when it came to targeting both depression and anxiety together. The interventions that promoted youth mental health most often had a range of diverse positive psychology components and were evidence based. Not all studies measured changes in mindfulness. Few studies examined knowledge acquired on mental health self-care, managing mental health problems, knowledge of positive psychological techniques, mindfulness knowledge, or mental health self-efficacy. Diverse multicomponent interventions appear to assist with youth mental health overall, although their effects on both depression and anxiety are less clear. There is also a need for more research on knowledge gains to determine whether the interventions improved knowledge on mental health-supportive behaviors, which may be sustained beyond the intervention. Finally, more studies need to evaluate whether the interventions assisted with increasing self-efficacy for practicing positive psychological techniques as well as changes in mindfulness levels. Future studies should not only assess effectiveness for mental health outcomes but also assess knowledge translation, with valid measures of knowledge and self-efficacy for mental health-supportive behaviors and positive psychological skills acquired (eg, the ability to practice mindfulness).

Antecedents of Foreign Language Enjoyment (FLE) in the French Classroom

Antecedents of foreign language enjoyment (FLE) are important for practitioners and researchers to understand as FLE has been linked to important concepts like motivation and language achievement. The literature on antecedents is, however, rather scarce and overly dependent on top-down qualitative coding to fully understand this phenomenon. This report seeks to add to the knowledge of sources of FLE by investigating the antecedents of FLE in U.S. learners of French. The present study uses data collected from an open-ended survey and analyzed via an interpretive approach. The survey was sent out to students enrolled in undergraduate French courses at a large Southeastern university and a total of 50 participants responded to the questionnaire out of 183 directly solicited, for a response rate of 27%. The results revealed that content, teacher personality, and a sense of community were sources of FLE, with the sense of community taking the lion’s share of responses. This report argues that this sense of community, which was previously unattested in the literature, can be explained adequately within the second language and positive psychology (L2EPP) theory of emotions. Theoretical implications and future directions are discussed.