Positive Psychology Research Articles

Response styles to positive affect during a positive psychology intervention for veterans with PTSD and moral injury: Preliminary results from a moral elevation intervention pilot trial.

Veterans with posttraumatic stress disorder (PTSD) or moral injury are at risk of maladaptive response styles to positive emotions, such as emotional numbing. A potential pathway to target problematic responses to positive affect is a positive psychology intervention that elicits moral elevation-feeling inspired after witnessing someone perform a virtuous act. This study aims to examine responses to positive affect in a pilot trial of a web-based moral elevation intervention titled, MOVED: Moral Elevation Online Intervention for Veterans Experiencing Distress Related to PTSD and Moral Injury. Method: Veterans who reported moral injury distress and probable PTSD were randomized into an intervention or control condition (n = 48). We examined repeated measures data during the trial and focused on three subscales of the Response to Positive Affect Questionnaire: rumination on positive mood and somatic experiences (emotion-focus), rumination on positive aspects of the self and pursuit of relevant goals (self-focus), and efforts to dampen positive moods (dampening). Three multilevel models were fitted with time and condition as predictors and subscale scores as outcomes. Qualitative data reported at intervention sessions was also reviewed and coded based on the three subscales. Veterans in the MOVED condition reported more positive rumination than the control condition for both emotion-focus (b = 2.70, p = .023) and self-focus styles (b = 2.90, p = .003). There was no group difference in the dampening style. Qualitative responses after elevation-eliciting exercises and session-based goals were most frequently coded as including emotion-focused positive rumination, followed by dampening, then self-focused rumination. These results provide preliminary evidence that a moral elevation intervention might contribute to positive responses to positive affect in a sample predisposed to emotional numbing. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

A study of the effects of four reading styles on college students' mental health and quality of life based on positive psychology-A first-of-its-kind study.

The increase in mental health problems among college students has become a global challenge, with anxiety and depression in particular becoming increasingly prevalent. Positive psychology has gained attention as an important psychological intervention that emphasizes improving mental health by promoting positive emotions and mindfulness. However, with the diversity of reading styles, however, there is a lack of systematic research on these effects. Therefore, this study aims to explore the specific effects of different reading styles on college students' mental health and quality of life based on positive psychology, with the aim of providing more effective interventions and recommendations for improving college students' mental health. This study used a two-round questionnaire to select students with mental health problems and divided them into four experimental groups with a control group. The study was conducted by distributing questionnaires and experimental interventions, and a total of 2860 valid questionnaires were collected. The study used the Self-Assessment Scale for Anxiety (SAS) and the Self-Depression Scale (SDS) to assess the participants' anxiety and depression levels. In addition, the study used the Physical Composite Score (PCS) and the Mental Composite Score (MCS) to assess the participants' quality of life. SPSS 26.0 was used for data statistics and repeated measures ANOVA was used. Paper text reading and audio reading methods were effective in reducing anxiety levels and improving sleep quality. However, the electronic text reading approach was less effective compared to paper text reading and audio reading, and the video reading approach was not effective in improving depression. In addition, the positive psychology literature reading intervention showed significant improvements in college students' quality of life scores. The results of this study suggest that paper text reading and audio reading modalities have a positive impact on the mental health and quality of life of college students, while e-text reading and video reading modalities are less effective. These findings provide suggestions for college students to choose appropriate reading styles and further demonstrate the effectiveness of positive psychology reading on mental health. These results have important academic and practical implications for promoting mental health and improving quality of life among college students.

Construction of a novel predictive model for hope level in patients with primary liver cancer from a positive psychology perspective

This study aimed to investigate the current hope levels in patients with primary liver cancer by analyzing the risk indicators of hope levels, constructing and validating a novel hope score-based predictive model. A total of 206 patients with primary liver cancer admitted to the hepato-pancreato-biliary surgery department of a tertiary hospital from October 2020 to June 2021 were included. The Herth Hope Index was utilized to assess hope levels, and based on the questionnaire results, the patients were categorized into low-hope (≤ 30 points) and high-hope (> 30 points) groups. Single-factor analysis and logistic multivariate regression analysis were conducted to explore the factors influencing hope levels in patients with primary liver cancer. A nomogram was plotted, and a risk prediction model for hope levels in these patients was developed. The predictive performance of the nomogram model was evaluated using calibration plots, the Hosmer–Lemeshow test, and other relevant assessments. Total of 206 patients participated in the questionnaire survey, with 82 patients (39.81%) categorized as belonging to the low-hope group. The results of the single-factor analysis showed statistically significant differences (all P < 0.05) in marriage status, education level, residence, occupation, family monthly income, reason for hospitalization or outpatient visit, pressure caused by the disease on the family, history of cirrhosis, and level of social support between the two groups. These variables were subsequently included in the logistic multivariate regression model. The results of the regression analysis indicated that marriage status, residence, family monthly income, and level of social support were independent risk factors. These four influencing factors were transformed into a visual predictive model, which yielded an area under the ROC curve of 0.931 (95% CI 0.899–0.963) and demonstrated model significance (Hosmer–Lemeshow test: χ2 = 4.008, P = 0.856, P > 0.05). The observed and expected values generated by the Hosmer–Lemeshow test were plotted as a scatter plot with a fitted linear trend, showing good consistency between the predictive model and actual risk. The constructed predictive model developed in this study exhibited good predictive capability for assessing the hope levels of patients with primary liver cancer. This model can assist clinical staff in rapidly identifying the psychological risk of low hope levels in patients, thereby providing valuable insights for the timely implementation of proactive management measures.

Current Situation Analysis and Enhancement Countermeasures of Resilience of College Polytechnic Students under the Perspective of Positive Psychology

Current Situation Analysis and Enhancement Countermeasures of Resilience of College Polytechnic Students under the Perspective of Positive Psychology

A virtue intervention for interracial interactions increases motivation to respond without prejudice

ABSTRACT Multicultural scholars suggest that effective Diversity, Equity, and Inclusion (DEI) training must raise awareness of prejudice and racism while also including strategies for changing behavior by developing certain approach goals (e.g. the goal of becoming a more courageous and patient person). This study examines how virtue interventions that cultivate courage and patience may be a useful approach for increasing motivation to respond without prejudice during interracial interactions. Virtue interventions were tested in 292 White college students (69.2% female; M Age = 20.9) across four conditions (control, virtue only/no race salience, virtue and race salient, and race salient/no virtue). Results suggest that White college students receiving the virtue/race salient intervention increased internal motivation to respond without prejudice, but those who received the race salient/no virtue condition reported decreased levels of courage and decreased motivation to respond without prejudice. Findings are discussed in light of positive psychology, DEI, anti-racism training and interventions, and virtue development.

Seeing the whole: Configurational cognition and new venture resource mobilization

AbstractResearch SummaryResearch is scant on how multiple venture attributes combine as “whole packages” of signals (or cognitive configurations) in resource holders’ eyes, shaping a venture's ability to mobilize resources. Drawing on a qualitative comparative analysis of 1,395 crowdfunding campaigns, we identified different configurations of signals for high and low resource mobilization, theorizing abductively their underlying mechanisms through the analysis of case‐level qualitative data. Our results explain some past mixed findings, such as the contradictory effects of social value and entrepreneurial narratives, showing that these narratives can instead be successfully combined in the presence of signals of venture quality and community embeddedness. We show that there is no single best way to impress resource holders, but multiple recipes to holistically communicate a venture's value.Managerial SummaryAnalyzing Kickstarter crowdfunding campaigns, we examine how entrepreneurs combine four signals to raise money: 1) the venture's underlying quality; 2) social networks; 3) narratives; 4) embeddedness in the crowdfunding community. We identified four successful configurations of these signals (500% above the funding goal) and two failing configurations (4% of the funding goal). Narratives per se are not sufficient to mobilize resources, unless backed by signals of quality and community embeddedness. A simpler narrative is supported by cheaper quality signals (product images). More complex narratives (combining social value, entrepreneurial orientation, positive psychology) are supported by more costly signals (videos). Our results encourage entrepreneurs to look beyond “silver bullet” solutions and think holistically how to communicate their ventures as “whole packages”.

A Randomized Controlled Trial of a Behavioral Activation Intervention to Increase Engagement with Life and Well-Being in Older Adults

Introduction: Engagement with life is central to aging well. There is currently a lack of flexible programs for promoting engagement that tailor to the unique interests, capacities, and life circumstances of individuals. We designed and evaluated a new program for promoting engagement with later life based on principles of behavioral activation. Methods: A total of 135 adults aged 65 years and older who scored at or below the median on the Life Engagement Test were randomly assigned to either a 6-week behavioral activation program (n = 69) or a 6-week well-being program based on brief positive psychology interventions (the active control; n = 66). Participants completed assessments at baseline, 1-week follow-up, and 3-month follow-up. The primary outcome was engagement with life, and secondary outcome measures included social network characteristics, measures of mental health, well-being, and psychological and self-regulatory resources. Results: Participants in both conditions showed improvements in engagement with life post-intervention that were sustained at 3 months. Post-intervention improvements in both conditions were observed across most secondary outcomes; however, for several outcomes, participants with more limited functional and cognitive resources benefitted from participation in the positive psychology (active control) condition, but not the treatment condition. Conclusion: Similar levels of improvement in engagement with life and well-being were evident for participants who completed a behavioral activation-focused intervention, compared with participants who completed a positive psychology-focused intervention. The positive psychology approach may confer greater benefits for emotional well-being among those with poorer functional and cognitive abilities.

Exploring Chinese EMI lecturers’ pedagogical engagement through the lens of culturally informed positive psychology: An intervention study

This research is situated in the context of English Medium Instruction (EMI) teaching in higher education. The importance of lecturers' skilled implementation of engagement strategies to enhance students' learning is acknowledged. However, literature identifies a need for theoretically informed professional development (PD) programs to improve EMI lecturers' pedagogical engagement. In light of the identified concerns and issues, an intervention, drawing on a pedagogical engagement framework informed by positive psychology, was implemented and reported in this paper. The intention of the study was to contribute to the development of Chinese EMI lecturers' engagement portfolios. A group of twenty-five EMI lecturers in a South China university participated in the study. Through analysing their pre- and post-intervention teaching data and a focus group discussion, it was found that the quality of their cognitive engagement, and the quality of their emotional and behavioral engagement episodes in practice were noticeably improved. It can be concluded that an intensive intervention through a theoretically informed engagement framework contributes to EMI lecturers' pedagogical commitment to students' cognitive learning, and psychological investment in learners’ well-being. However, cultural and institutional factors somewhat constrained the participants from fully embracing the workshops, impacting their perception and post-intervention practice.

ZOLTÁN DÖRNYEI’S IMPACT ON LANGUAGE ACQUISITION AND EDUCATION STUDIES: A SCOPUS-BASED BIBLIOMETRIC STUDY (1991-2023)

Previous literature reviews and bibliometric studies have paid much attention to the scientific outputs of Zoltán Dörnyei, a leading figure in the field of second language acquisition and education. However, little attention has been paid to his scholarly impact. This study aims to analyze all publications citing his 87 works in Scopus. Bibliometrix, a comprehensive bibliometric tool, was run to analyze 7,621 documents published in 1,970 sources by 9,226 authors of 2,652 institutions across 99 countries between 1991 and 2023. The analyses include the publication trend, research contributors, including authors, document elements including keywords, collaboration networks of research contributors, shared references, and frequently used keywords. Although most documents were written in English in the fields of social sciences as well as arts and humanities, his impact could be observed across other subject areas and languages. Further discussion elaborated on four major themes of the publications, including motivation, L2 motivational self-system, language learning, and positive psychology. This study could provide researchers and educators with valuable insights into understanding and improving language acquisition processes based on Dörnyei’s incalculable intellectual contribution. As this study focused on quantitative citation analysis, future research on how Dörnyei’s works were cited could provide deeper insights into his impact.

“The very process made me happier!” Is pleasure research an affective intervention?

ABSTRACT Participating in research on aversive topics can produce discomfort. However, the affective consequences of taking part in hedonic research are unknown. Positive psychology interventions (PPIs) harness personal strengths, values, beliefs, and emotions to promote optimal functioning. A growing body of evidence suggests they can be effective in addressing a range of mental health conditions and promoting well-being. Savoring is one of the more potent classes of PPIs, and even brief interventions can shift positive affect (PA) and negative affect (NA) in directions conducive to greater well-being. In a study of 1,804 Australian adults, we found that responding to an online survey asking about pleasure produced a small but significant increase in PA and a substantial reduction in NA. The magnitude of the effects was comparable with other published PPIs. We briefly discuss this finding in the context of emotional sensibility and consider the nexus between intervention and research.

Character Strength-Based Cognitive-Behavioral Therapy Focusing on Adolescent and Young Adult Cancer Patients with Distress: A Randomized Control Trial of Positive Psychology

Character Strength-Based Cognitive-Behavioral Therapy Focusing on Adolescent and Young Adult Cancer Patients with Distress: A Randomized Control Trial of Positive Psychology

Regaining Mental Well-Being in the Aftermath of the Covid-19 Pandemic with a Digital Multicomponent Positive Psychology Intervention: A Randomized Controlled Trial

This randomized controlled trial evaluated the effectiveness of a 3-week multicomponent positive psychology self-help application on ability to adapt and mental well-being in the following the Covid-19 pandemic in adults with mild to moderate anxiety and depression levels. Outcomes were assessed online at baseline, posttest (three weeks after baseline), and follow-up (12 weeks after baseline). The intervention group (n = 118) received the application after baseline, whereas the control group (n = 116) received the app after completing posttest. Linear mixed models showed significant effects on ability to adapt, mental well-being, anxiety, depression, spiritual well-being, and self-compassion at post-test compared to the control condition (d = 0.56–0.96). Effects in the intervention group were maintained at follow-up. Results suggest that a multicomponent positive psychology self-help application can support adults with distress to recover after a psychologically disruptive pandemic.Clinical Trial RegistrationClinicalTrials.gov (NCT05292560).

Investigating the contribution of student engagement and foreign language enjoyment to English majors’ TEM4-related positive emotions: A positive reinforcement perspective

With the rise of Positive Psychology, there have been abundant studies concerning positive emotions in English teaching and learning. However, the attention paid to positive emotions related to large-scale English tests as well as the influential factors of such emotions has been scarce. To this end, the present study, from the perspective of Positive Reinforcement, investigated to what extent Student Engagement (SE) and Foreign Language Enjoyment (FLE), as reinforcers, contribute to positive emotions related to Test for English Majors-Band 4 (TEM4). Altogether 580 English majors from universities across China were invited to complete three questionnaires as research instruments. Confirmative Factor Analysis was conducted with AMOS 24.0 to guarantee the construct, discriminant and convergent validity of each instrument, after which structural equation modeling and regression analysis were conducted to explore the contribution of SE and FLE to English majors’ TEM4-related positive emotions. The results of structural equation modeling indicated that both SE and FLE contribute significantly to TEM4-related positive emotions, respectively explaining 44.8 % and 51.8 % of the variance. The results of the present study were discussed, and some implications were offered at the end, concerning efforts that need to be made to promote SE and FLE, which ultimately foster English majors’ TEM4-related positive emotions.

Creating a resilient pedagogy: Character strengths intervention for aspiring educators

Teachers play a crucial role in guiding learners through life's challenges. They face educational and socio-economic shifts while striving to teach for a better future. Our study focuses on equipping future teachers, called pre-service teachers, with resilience-building resources during their teacher training program. A potential antecedent to resilience, which facilitates cognitive strategies and attentional processes, is cognitive flexibility. We first tested whether cognitive flexibility predicts resilience. Next, relying on the tenets of positive psychology, which studies resilience, we developed and tested the effectiveness of character strengths intervention in enhancing pre-service teachers' resilience and cognitive flexibility. An individual's belief in their ability to change personal resources could influence how an intervention manifests. Hence, we studied how mindset impacts the intervention's effect on cognitive flexibility and, thus, resilience. We adopted a multi-method approach, guided by Polk's theory of resilience, to test out objectives.Using a cross-sectional design, study one (n = 273) found that cognitive flexibility significantly predicted resilience. Study two (N = 193; nexp = 133, ncont = 60) was a multi-site field experiment. We found that intervention significantly enhanced resilience (experimental group M = 29.62, control group M = 28.33) and cognitive flexibility (experimental group M = 54.42, control group M = 52.01). Further, a growth mindset, was found to moderate the indirect effect of character strengths intervention on resilience via cognitive flexibility. The study contributes to theoretical and practical advancements in resilience. Taken together, the findings highlight the cognitive-affective-behavioural makeup of resilience and, importantly, the role of cognitive flexibility. The intervention can be seamlessly integrated into teacher training curricula for a resilient future.

The Effect of Parent-child Attachment on the Subjective Well-being of Junior High School Students

The report of the 19th National Congress of the Communist Party of China emphasized that we should adhere to the people-centered ideology and continuously improve the people's sense of gain, happiness and security. Enhancing the people's sense of happiness is the core and purpose of the development of China's socialist cause. Moreover, since United States psychologists first proposed the concept of "positive psychology" at the beginning of this century (Seligman &amp; Czikszentmihalyi, 2000), advocating the exploration of the potential positive power of human beings, rather than just studying psychological or behavioral problems. The mainstream of psychological research has also begun to trend towards positive psychology, instead of studying negative psychological states such as depression and anxiety as in the early days, more and more psychologists are committed to focusing on positive human qualities and emotions such as happiness and joy, in order to eventually make human beings happy. Subjective Well-being (SWB) is the main content of people's quality of life, and as one of the three major research objects of positive psychology, it has attracted great attention and attracted more and more researchers. By studying the relationship between attachment, comprehension of social support, self-esteem and subjective well-being, it is hoped that it can provide some help and inspiration for the mental health education of junior high school students, so as to promote their physical and mental health development.

Theoretical and Empirical Research on Foreign Language Anxiety and Foreign Language Enjoyment in SLA

This paper explores the theoretical and empirical research on Foreign Language Anxiety (FLA) and Foreign Language Enjoyment (FLE) in Second Language Acquisition (SLA). The study delves into the evolution of FLA, a situation-specific anxiety type, and FLE, an emerging focus in Positive Psychology, examining their impact on foreign language learning. By analyzing the findings from four empirical studies, the paper investigates the influence of FLA and FLE on academic performance, their interrelationship, and their sources. The results demonstrate that high levels of FLA can significantly hinder language acquisition, while FLE can enhance it by increasing motivation and participation and changing attitude towards target languages and FL teachers. Additionally, the interplay between FLA and FLE varies across different learners and contexts, necessitating a balanced approach that mitigates anxiety while promoting enjoyment. This research offers pedagogical implications aimed at enhancing foreign language learning by fostering a supportive and enjoyable classroom atmosphere, promoting learner motivation, and building strong teacher-student relationships.

Correlation of psychological resilience with social support and coping style in Parkinson's disease: A cross-sectional study.

To analyse the current status of psychological resilience in Parkinson's disease (PD) patients and its correlation with social support and coping style. A cross-sectional study. PD patients hospitalized in a tertiary-level hospital in Shijiazhuang, Hebei Province, from March 2022 to March 2023 were selected for the study using the convenience sampling method. A general information questionnaire, psychological resilience scale, Medical Coping Modes Questionnaire and Perceived Social Support Scale were used to investigate 111 cases of PD. SPSS 25.0 software was used for statistical analysis. The data were analysed using independent samples t-test, one-way ANOVA, multiple linear regression analysis and the Pearson correlation coefficient. Parkinson's disease patients have a moderate level of psychological resilience. The results of the Pearson correlation analyses showed that the level of psychological resilience was positively correlated with social support and confrontation and was negatively correlated with avoidance and acceptance-resignation. The results of multiple linear regression analysis showed that social support and acceptance-resignation were the influencing factors of psychological resilience in PD patients. The psychological resilience of PD patients is at a moderate level. Social support and acceptance-resignation are the factors influencing the psychological resilience of PD patients. This study analysed the level of psychological resilience in PD patients and its correlation with social support and coping style from the perspective of positive psychology to provide some reference for targeted clinical interventions. Our study found that social support and acceptance-resignation are influential factors in psychological resilience in PD patients. Medical staff should encourage patients to face the disease positively and their social support should be increased in order to improve their level of psychological resilience. No patient or public contribution.

A “positive” turn in heritage language education: Multilingual children's voices on language learner well-being

This paper presents the first empirical attempt to understand language learner well-being in the context of heritage language (HL) learning. Adopting a positive psychology perspective, the research investigates the well-being experiences of Chinese heritage language (CHL) children to explore what flourishing means in HL learning. Data were collected from multimodal focus groups with 40 young CHL learners in the UK, involving a well-being exercise, a drawing activity, and semi-structured discussions. Following an appreciative inquiry approach, the findings indicate that HL learners' well-being revolves around “feeling good,” “doing well,” and “being connected,” including six essential components: positive emotions, affirmative self, perceived competence, active engagement, supportive relations, and diasporic connections. By centring young learners’ perspectives, we propose a multidimensional framework representing different aspects of their flourishing in the journey of HL development, which informs further theorisation of HL learner well-being as multifaceted, interconnected, and contextual. By shifting the emphasis from linguistic achievement to a more holistic approach that prioritises the socio-emotional wellness of HL learners, we also seek to instigate a “positive” turn in HL education which provides an intellectual basis for the design, implementation, and evaluation of future HL interventions with significant policy implications.

Envisaging a thriving future: The integration of positive psychology into brief psychotherapy and family therapy practice

Envisaging a thriving future: The integration of positive psychology into brief psychotherapy and family therapy practice

Paper assessment or online assessment: exploring the impact of assessment modes on EFL students’ language learning outcomes and personal development

This research explores how paper and online assessments (OA) can affect EFL learners’ personal development variables such as self-esteem, mindfulness, demotivation, and language learning development. Sixty intermediate English as a foreign language (EFL) students participated in the current research and were randomly grouped into the experimental group (EG) and the control group (CG). Before the intervention, the data collection tools assessing language learners’ self-esteem, mindfulness, demotivation, and language learning development were administered as pre-tests to all the participants. Subsequently, the EG was taught all lessons of the coursebook, Top Notch 2, by utilizing OA while the CG was taught the identical lessons using a conventional (pen and paper) assessment. In the post-treatment phase, the two groups completed the post-tests on self-esteem mindfulness, demotivation, and language learning progress. The study demonstrated that the EG group outperformed the CG group on the four post-tests. The findings indicate that the intervention of OA significantly enhanced language learning outcomes and psychological well-being regarding the measured personal development variables. The enhanced efficacy in the EG group can be ascribed to the utilization of OA during the treatment phase, which has a beneficial effect on academic and personal development. This study also posits that integrating OA augments psychological engagement and language development among EFL learners. It highlights the implications of the results associating teaching EFL via OA with the observed personal development aspects and attributes them to effects of positive psychology.