Positive Psychology Research Articles

The effect of grit on L2 willingness to communicate among Chinese junior high school students: an analysis of the differential roles of foreign language enjoyment and anxiety.

With the burgeoning research on positive psychology, grit has gradually attracted scholarly attention in the field of L2 acquisition, and it has been shown to be a significant positive predictor of L2 achievements and outcomes. However, despite being an important factor in L2 acquisition, grit has rarely been incorporated as a research variable in prior research on willingness to communicate in a second language (L2 WTC), especially among Chinese teenagers who find themselves in a foundational stage of developing their L2 communicative competence. Based on a survey among 238 Chinese junior high school students, this study analyzed the effect of their grit on their L2 WTC, and explored the differential roles of foreign language enjoyment (FLE) and anxiety (FLA) in their interactions. The results revealed that: (1) perseverance of effort (PE), consistency of interest (CI) and FLE had significantly positive correlations with L2 WTC, whereas FLA was found to have a significantly negative correlation with L2 WTC; (2) PE and CI served as significant positive predictors of L2 WTC; (3) FLE mediated the interactions between PE and L2 WTC and between CI and L2 WTC, while the mediating effects of FLA were found to be statistically non-significant. The findings can provide theoretical implications for furthering L2 WTC research, as well as practical reference for its development among Chinese junior high school students.

Positive psychology probe: Assessing impact factors on CFL learners’ Chinese language learning through the EMPATHICS model and Q methodology

The growing prominence of Chinese, driven by initiatives like the “Belt and Road,” has led to a surge in demand for Chinese language learning among international students. However, this endeavor faces challenges due to cultural differences and the complexity of Chinese linguistics. This study explores the impact factors on Chinese as a Foreign Language (CFL) learners by integrating positive psychology, the EMPATHICS model, and Q methodology. Investigating the experiences of 31 learners at a Shanghai university, the findings revealed three distinct factors: “Proactive Exploration,” “Communication and Empathy,” and “Positive Attitude,” representing a unique combination of well-being dimensions influencing learners' experiences. The study highlights the importance of considering multiple well-being dimensions in designing learner support systems and tailoring teaching strategies to specific learner needs. The EMPATHICS model and Q methodology demonstrate utility in assessing impact factors on CFL learners’ well-being, offering practical recommendations for enhancing learner satisfaction and success. Despite limitations, this study contributes insights to Chinese as a foreign language education, emphasizing a comprehensive focus on learner well-being and the value of Q methodology as a research tool.

Resilience, Dispositional Hope, and Psychological Well-Being Among College Students: A Systematic Review

Background Mental health problems are a typical occurrence for college students. Resilience and dispositional hope are crucial in positive psychology and constitute essential psychological capital that collectively promotes psychological well-being. However, limited evidence exists regarding the interplay of resilience, dispositional hope, and psychological well-being across diverse cultures and countries. Objective This study aims to synthesize evidence on how resilience, dispositional hope, and psychological well-being interplay across different cultures among college students. Methods Six databases were searched comprehensively, adhering to PRISMA guidelines. Initially, 122 articles were identified, with 26 duplicates removed, leaving 96 papers for further evaluation. Subsequently, two separate reviewers evaluated the titles and abstracts of these papers using predefined inclusion criteria, identifying 39 articles for detailed full-text review. Among these, 9 studies were extracted and subjected to rigorous quality assessment. Results The article highlights hope and resilience's protective role against stress, anxiety, depression, and academic burnout. Psychological strengths such as resilience and hope significantly enhance well-being. Cultivating these constructs alongside coping strategies and support systems is vital for flourishing among college students. Conclusion This systematic review is the first to comprehensively summarize evidence regarding the interplay between college students' psychological well-being, dispositional hope, and resilience. Future research should employ diverse methods for a nuanced understanding, focusing on cross-cultural comparisons.

HELLO: a protocol for a cluster randomized controlled trial to enhance interpersonal relationships and team cohesion among ICU healthcare professionals

BackgroundMental health symptoms among healthcare professionals (HCP) in intensive care units (ICUs) are a significant concern affecting both HCP well-being and patient care outcomes. Cross-sectional studies among members of the European Society of Intensive Care Medicine (ESICM) report up to 50% burnout rates. Determinants of burnout include communication, team cohesion, psychological support, and well-being promotion. We designed the 'Hello Bundle' intervention to mitigate burnout among ICU-HCPs by fostering positive social interactions and a supportive work environment. This justification synthesizes evidence from social psychology, positive psychology, and healthcare communication research to support the intervention. The 'Hello Bundle' aims to enhance interpersonal relationships, improve team cohesion, and reduce burnout rates. The six components include: Hello campaign posters, email reminders, integrating greetings in morning huddles, hello jars, lead-by-example initiatives, and a daily updated hello board in each ICU. This protocol describes a cluster randomized controlled trial to evaluate the effectiveness of the intervention.MethodsThis protocol describes a cluster randomized controlled trial (RCT) conducted among ESICM-affiliated ICUs, consisting of at least 73 clusters with in average of 50 respondents per cluster, totaling approximately 7300 participants. Intervention clusters will implement the 6-component Hello Bundle between October 14 and November 10, 2024, while control clusters will be wait-listed to receive the intervention in January 2025 after the RCT concludes. Clusters will be matched based on ICU size (fewer or more than 20 beds), region, and average 2023 mortality. The primary outcome is the proportion of HCPs with burnout between intervention and control clusters at the end of the intervention. Secondary outcomes include comparing the following between clusters: (1) number of HCPs with high emotional exhaustion; (2) number with high depersonalization; (3) number with loss of accomplishment; (4) perception of ethical climate (5) satisfaction at work (VAS); (6) professional conflicts; (7) intention to leave the ICU (VAS); (8) patient-centered care rating; (9) family-centered care rating. The last secondary outcome is the comparison of burnout rates before and after the intervention in the intervention cluster. Outcomes will be based on HCP reports collected within four weeks before and after the intervention.DiscussionThis is the first large trial of healthcare communication, social, and positive psychology intervention among ICU-HCPs. It holds the potential to provide valuable insights into effective strategies for addressing burnout in ICU settings, ultimately benefiting both HCPs and patients.Trial registration: This trial was registered on ClinicalTrials.Gov on June 18, 2024. Registration: NCT06453616.

Towards living a better future: political vision and the humanistic conscience

Fromm’s theories can help the Left overcome its collective rejection of individualism and universalism, which limit socio-political possibility, offering Left solutions to these challenges and promoting alternate perspectives. His humanistic vision shares much with humanistic and positive psychology but differs in important respects. Centrally, Fromm’s notion of emancipation emphasises both individual and societal components. He believes independent and authentic relationships are a higher expression of human potential and bring true fulfilment. Fromm identifies a creative, non-alienated character orientation that includes a ‘humanistic conscience’. Comparing authoritarian and humanistic consciences, he emphasises human potential and social and individual interdependence. Personal development must also drive social change, and vice versa. Fromm’s perspective rejects zero-sum, either/or thinking about social change vis-à-vis individual flourishing. For him, both are important, and they are related. Following Fromm’s example, the Left should stress that individualistic societies cannot satisfy individual needs. Self-fulfilment requires fairness, community and shared personal experiences.

Value of negativity for tourism resilience: a second-wave positive psychology approach

ABSTRACT This study explains how negative emotions enable tourism resilience as readily as positive ones, and it advances tourism resilience theory using second-wave positive psychology (SWPP). SWPP argues negative emotions can have positive effects, providing an alternative to mainstream positive psychology that prioritises positive emotions. A qualitative research design involving eleven interviews with nine tourism workers in China who survived the COVID-era restrictions was applied. Findings revealed negative emotions including resentment and bitterness helped tourism workers survive the shutdown of the tourism industry by providing alternatives to more damaging emotions like fear, sadness and anger. The paper argues negative emotions generate resilience and it advances tourism resilience theory by applying SWPP. For tourism managers and policymakers, efforts to instil a positive outlook among tourism workers during crises might be unnecessary.

How do university students experience using photos to self-identify their character strengths? A Thematic analysis

The COVID-19 pandemic exacerbated demand for mental and emotional well-being support. As a result of the pandemic and the prevailing economic climate, individuals and businesses in the UK have been ‘taking stock’. Positive Psychology Interventions provide the prospect of meeting these needs through strengths-based approaches which demonstrate a host of benefits. One of these is the use of photographs to transform the narratives that people ascribe to their experiences. This intervention may have a range of advantages, including a positive impact on well-being. However, there is relatively little research into the use of photos as a potential tool for self-identifying strengths. To gain an understanding of the lived experience of using photos to elicit strengths, a homogeneous participant sample of nine students studying psychology at a UK university were recruited. The participants undertook an intervention based on that used by Steger et al. (2014) in their pilot study. Each participant was asked to take 9-12 pictures of things that were meaningful to them over the period of one week. Semi-structured interviews were used for data collection, and reflexive thematic analysis was undertaken to analyse the data. Four themes were identified: Experiencing the strength, Feeling uplifted, Being reflective, and Looking to the future. It was found that that the participants experienced the intervention as profound and enriching. The use of the photographs was instrumental in the self-identification of strengths. This study provides valuable insights into the experience of this PPI and may have implications for positive psychology practitioners and coaches.

Urbanization and substance use in left-behind children and adolescents: a systematic review and meta-analysis.

Inequalities in job opportunities between urban and rural regions have driven many parents to move from rural to urban regions with aims to improve household income. Financial and political barriers prevent children from moving with their parents, meaning that their children become left-behind in rural regions. This study aims to meta-analyse the risk of drinking, smoking, illicit drug use and drunk experiences in left behind children (LBC) and non-LBC. Previous studies have indicated the negative effects of prolonged parental separation on children and adolescent mental health. Parental separation and poor mental health have both been identified as proximal risk factors for substance use in adolescence. The results indicated that LBC were at significantly greater risk of drinking, smoking, using illicit drugs, and having drunk experiences. Positive psychology interventions are required to help provide LBC with positive coping strategies against psychological distress. Policy changes to reduce inequalities in job opportunities between urban and rural regions are required to reduce the prevalence of LBC.

Improving resilience and mental well-being among refugees residing at asylum centers in the Netherlands: A pre-post feasibility study

BackgroundFew studies have explored the effects of mental health and psychosocial support programs among refugees residing at asylum centers. The aim of this study was to assess the feasibility of a positive psychology intervention called BAMBOO among refugees temporarily residing at asylum centers in the Netherlands. MethodData was collected at 35 asylum centers from 243 participants who completed five weekly two-hour sessions. Pre- and post-changes in resilience, happiness, and positive and negative affect were assessed using a one-group pretest–posttest design. Also, program fidelity, participant satisfaction, and program activity suitability were evaluated. ResultsCompleter and intention-to-treat analyses revealed a significant medium increase in resilience, a large increase in happiness, a small increase in positive affect, and a medium decrease in negative affect. Reliable change indices showed a positive change in 24 % of the participants on resilience and 13 % on positive and negative affect, respectively. Participant retention was 80 %. Moreover, participant satisfaction was high. Also, a substantial proportion of participants evaluated reading and writing-based activities as less suitable in comparison to activities based on verbal and creative expression, physical movement, and meditation/prayer. ConclusionsFindings showed significant increases in scores from pre- to post-assessment on resilience, happiness, and positive affect and a decrease in negative affect. Since the study design limits the ability to attribute causation, future controlled studies should be conducted to stablish stronger evidence regarding the program's effects. Additionally, the program could benefit from further adaptation to enhance its cultural sensitivity. Trial registration number: ISRCTN18019972

Someday I want to go to the Guggenheim! A case study about adolescent learners’ foreign language enjoyment in a desktop virtual reality project

The present instrumental case study explores the application of positive psychology in language education by investigating the ways in which two adolescent English as a foreign language learners engaged with a desktop virtual reality (VR) project. Foreign language enjoyment (FLE) represents a key positive emotion that enables students to persist at learning a foreign language, yet research about it is limited when it comes to the experiences of young learners in online settings. This study addresses this gap by offering a detailed examination of two adolescent English as a foreign language students from an online school in Japan who used Google Street View to craft and showcase desktop VR tours of personally relevant locations to each other, exploring to what extent this collaborative desktop VR project supports the learners' FLE. Given the overlap between the theoretical underpinnings of FLE (e.g., collaboration, creativity, authenticity) and the affordances of VR (e.g., creativity, interactivity, immersion), the research site was conceptualized as a rich space for examining FLE. Quantitative data include an FLE survey. Qualitative data include a co-constructed lesson plan, observations of state FLE episodes during desktop VR tours, and semi-structured interviews. Survey results indicated that the participants had high level of FLE prior to the start of the present study. An analysis of the qualitative data sources revealed that learners' state FLE surfaced consistently, enabling them to tap into their stable trait-level FLE to persist and enjoy the project. This multi-method examination of young adolescent learners' FLE provides perspective into desktop VR's potential for facilitating personalized, creatively expressive, and supportive language learning experiences.

Suggested metatheory for positive psychology: The organismic systems theory

Positive psychology has been criticized among other things for its lack of a metatheory that would explicate its underlying philosophical assumptions and epistemology as well as give direction for methodology and the forming of constructs, models and theories. This article sets out to suggest a metatheory for positive psychology, combining the systems approach (systems-informed positive psychology, Kern et al., 2019) together with the organismic theory inherent in philosophy of science, biology, neurology and psychology. The suggested metatheory is called organismic systems theory (OST), explicating the following assumptions for PP: 1) active individual (actualizing tendency), 2) functional tendency, 3) integration, 4) emergence, 5) dynamism, 6) self-organization, 7) interconnectedness, 8) holism, 9) subjectivity, 10) boundaries, and 11) adaptation. The systems approach is considered compatible with the organismic approach with their combination suggested to provide the field with a good theory that combines psychological-level inquiry with more general systems-level inquiry. The epistemology and implications of this metatheory for positive psychology are discussed.

The use of community-engagement approaches to identify strategies for increasing workplace well-being among LGBTQ+ adults

BackgroundLGBTQ+ individuals often face social stigma and workplace discrimination, negatively impacting their well-being. However, limited research exists on the factors and strategies that enhance their positive workplace experiences. This study was a sequential qualitative mixed-method design conducted in three phases. The study had the following objectives: identifying factors associated with workplace well-being, generating strategies for improving workplace well-being, and obtaining feedback on the identified strategies' acceptability. MethodsIn Phase 1, in-depth interviews were conducted with 10 LGBTQ+ who described factors that improved their satisfaction at work. In Phase 2, two focus group discussions were held with 13 participants, including LGBTQ+ adults, scholars in positive psychology, human resource development, and civil rights advocates, to develop strategies for improving workplace well-being based on Phase 1 data. In Phase 3, a survey was sent to a subset of the focus group participants (N = 7) to ascertain the acceptability of the developed strategies. Data analysis was performed using deductive and inductive approaches. ResultsThe study's first phase identified the factors contributing to workplace well-being. These factors were categorized into intrapersonal, interpersonal, and social-ecological. In the second phase and third phase, 11 strategies were developed to improve workplace well-being. These strategies were divided into two sections. The first section includes strategies organizations and agencies can implement to promote employee well-being (such as emphasizing diversity and equity as core values). The second section outlines strategies for government and civil society sectors (such as establishing laws addressing LGBTQ+ equal rights). The Index of Congruence (IOC) assessed the relationship between strategies and workplace well-being improvement. Results showed IOC values from 0.8 to 1 for 11 strategies, indicating high content validity. ConclusionsStrategies to enhance LGBTQ+ workplace well-being were identified through community engagement, but further research is needed for implementation and evaluation.

"More quality time" but "no breaks": COVID-19 parenting among predominantly White, married, U.S. mothers.

Family life dramatically changed following the COVID-19 pandemic onset. Parents faced school and childcare closures, employment changes, and other disruptions to daily life. This study utilized online survey data collected in late April 2020 (N = 1,009) of parents' experiences parenting children from 0 to 12 years during the COVID-19 pandemic. Parents in the study were primarily White (82%), married (82%), and women (89%) with one or two children (75.1%). This qualitative study explored the challenges and rewards of parenting during a public health crisis. Parents responded to separate open-ended questions asking about the rewards and challenges of parenting during COVID-19. The responses to each question were coded independently and then combined to identify broader overarching themes. Using descriptive qualitative analysis, we identified six themes related to both parenting challenges and rewards: shifting roles and responsibilities, structure and routine changes, staying at home, relationship changes, parental adaptation and well-being, child well-being, and emotional experiences. A subset of parents reported the same experiences as being both rewarding and challenging, which reflects the duality and complexity of parenting during the pandemic. These findings are interpreted through a positive psychology lens and highlight the benefit finding that exists even when parents are in extremely stressful situations. We discuss the implications of this research for better supporting parents both during and outside of major crises. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

From growth mindset to positive outcomes in L2 learning: Examining the mediating roles of autonomous motivation and engagement

From a positive psychology perspective, adopting a growth mindset in language learning cultivates positive learning goals and sustains motivational drive. However, the extent to which these motivational benefits translate into tangible language learning outcomes remains controversial. Drawing from the language learning motivational process model, this study investigates the predictive power of growth language mindset on second language (L2) achievement and the mediating role of autonomous motivation and engagement. High-school English language learners in China (n = 486) completed mindset, motivation, and engagement questionnaires, and we retrieved their subsequent English test scores. The results suggested that growth mindset positively, albeit weakly, predicted subsequent L2 achievement (r = .17). Further, autonomous motivation and engagement sequentially mediated the link between growth mindset and L2 achievement. Engagement also acted as an independent mediator (although this was not the case for autonomous motivation). The study provides theoretical insights into the mechanisms through which growth mindset can positively impact L2 learning, and identifies practical pedagogical implications for L2 classrooms.

Exploring Teacher Perspectives of STEM Outreach Sessions

Teachers have a responsibility to create and foster engaging learning environments which encourage underrepresented persons in Science, Technology, Engineering, and Mathematics (STEM). Outreach programs have been shown to increase STEM engagement of students. We use a positive psychology lens to investigate STEM outreach and teacher wellbeing. This exploratory study uses a survey and focus group to assess how a STEM outreach program can create teacher feelings of support, confidence, and enjoyment. Results demonstrate that most teachers felt more confident in teaching STEM following the STEM-mentor facilitated outreach sessions. The positive benefits to teacher wellbeing from outreach program mentorship, is discussed.

Evaluation of a multicomponent positive psychology program to prevent gaming disorder and enhance mental wellness in primary pupils: A randomized controlled trial.

Gaming disorder (GD) is a prevalent and complex issue that has recently been recognized as a condition that impairs mental health, underscoring the urgent need for early prevention measures. This evaluation study examined the effectiveness of the Digital Netizen Alliance (D.N.A.) program, a new multicomponent positive psychology program for preventing GD and bolstering mental wellness among Chinese children. Drawing on gamification and positive psychology principles, the program builds four key positive skills collectively referred to as the P-A-G-E framework: psychological resilience, active coping, growth mindset, and emotion regulation. A randomized controlled trial was conducted with 264 primary school pupils attending fourth, fifth, or sixth grade in Hong Kong (63% female; mean age = 10.83, SD = 1.18). The findings revealed that participation in the program effectively promoted active coping, a growth mindset, and emotion regulation. Moreover, program participation alleviated GD symptoms and reduced negative affect. These desirable changes were fullyexplained by the P-A-G-E framework. The new D.N.A. program, which cultivates the positive psychology skills specified in the P-A-G-E framework, facilitates favorable psychological changes among children. These results emphasize the importance of using multicomponent frameworks for interventions targeting GD prevention.

Investigation of Academic Perseverance Levels of Gifted Students in Terms of Some Variables

With positive psychology, more focus is placed on the strengths of individuals. Thus, in recent years, it has been seen that features such as courage, optimism, hope, forgiveness, gratitude and perseverance have been the subject of more research. However, features associated with positive psychology have not been adequately studied in gifted students. In this study, perseverance, one of the positive psychology concepts, was discussed and academic perseverance in gifted students was examined. In this context, it is aimed to examine the academic perseverance levels of gifted students in terms of various variables. The study group of the research consists of 152 gifted students attending the 5th and 6th grades. The data in the study were collected with the Academic Perseverance Scale. Descriptive statistics and t-test were used in the analysis of the data. As a result of the analysis, when the findings of the study were examined, it was determined that the academic perseverance levels of the gifted students were above the average and high. It was observed that the academic perseverance levels of gifted students did not differ significantly according to gender and school type, but differed significantly according to grade level. The findings were discussed together with the studies in the current literature and suggestions were presented to researchers and practitioners.

Fear of Happiness: Description, Causes and Prevention

Studies in mental health is to increase the positive emotions of the person and to reduce the negative emotions, beliefs and thoughts. Especially after positive psychology, many studies have been carried out to ensure that individuals have positive emotions. However, in recent studies, it has been determined that individuals avoid not only negative emotions but also positive emotions. Thus, you suppress your positive emotions because of fear of happiness. The individual's beliefs and cultural values also affect mental health. The person is afraid of being happy because of these beliefs and cultural values. Fear of happiness is the avoidance of happines. When people believe thet unhappiness will come immediately after happiness or that the environment will be harmed after being happy, fear of happiness occurs. Fear of happiness harms both the mental health and social relations. Morever, fear of happiness is associated with alexithymia, anxiety, stress, fear of compassion, antisocial, cognitive distortions related to relationships, panic disorder and especially depression. It is extremely important to know and define the fear of happiness for an effective treatment interventions. Fear of happiness rests in maladaptive schemas in early life, not meeting their needs warmly and sincerely in childhood, punishing them when they experience positive emotions, and growing up in a family with unhealthy family patterns. In this study, it is aimed to define fear of happiness, to determine the protective and risk factors, to determine the causative factors, to explain the related concepts, and so to raise awareness about fear of happiness.

Academic buoyancy, hope, and behavioral engagement in learning English as a foreign language: A mediation model

With the enhancement of positive psychology movement in educational field, the contributive role of academic buoyancy on academic and well-being outcomes has been validated. However, few studies have been conducted to explore the mediation mechanisms between academic buoyancy and engagement, especially in the field of teaching English as a foreign language (EFL). Inspired by the control-value theory (CVT), this study set out to examine how EFL buoyancy related to behavioral engagement, using a latent structural equation modelling (SEM). Gender, age, and family resources are controlled while validating the hypothesized model of “academic buoyancy—hope—behavioral engagement”. The sample comprised 542 students (47.7% female) in their second year of secondary education who responded to survey items in a cross-sectional design. Our findings reveal that academic buoyancy was positively correlated with hope, and behavioral engagement in the EFL settings. Also, it was found that the emotional experience of hope fully mediated the relationships between academic buoyancy and behavioral engagement. The hypothesized model accounts for 79.0% of the variance in EFL hope and 54.5% of the variance in behavioral engagement. These findings shed light on the influence mechanism of academic buoyancy on behavioral engagement in learning English as a foreign language. Implications, limitations, and directions for future research are discussed.

Cultivating Positivity Role of Gratitude and Psychological Well-Being among Undergraduate Psychology Students

Positive psychology emphasizes the significance of personal positive qualities such as gratitude, for human well-being. Gratitude is linked to greater perceptions of support and stronger social relationships. The purpose of the study is to examine the correlation between gratitude and psychological well-being among undergraduate psychology students (N = 224). A quantitative correlational design was employed, utilizing online surveys distributed through Google Forms. The Gratitude Questionnaire (GQ-6) assessed gratitude, and a shortened version of the Ryff Psychological Well-Being Scale measured psychological well-being. Descriptive statistics were computed for gratitude and psychological well-being, and a Pearson correlation coefficient was employed to analyse the research questions. Results have shown a weak positive correlation between gratitude and psychological well-being, suggesting that gratitude may be a significant factor influencing the well-being of undergraduate psychology students. This study helps to learn more about gratitude's role in this specific population and may inform interventions to promote well-being among future mental health professionals.