The Effects of Positive Psychology Interventions on School Conduct, Peer Acceptance and Subjective Well-Being

2020 ◽  
pp. 43-74
Author(s):  
Nasyita Mohtar
Keyword(s):  
Positive Psychology ◽  
Peer Acceptance ◽  
Well Being ◽  
Subjective Well Being ◽  
Positive Psychology Interventions

scholarly journals A Critical Overview of Research Studies on the Role of Positive Psychology Interventions in Enhancing Subjective Well-Being among High School Students

2016 ◽  
Vol 3 (3) ◽  
Author(s):  
Jayashree Sanghani ◽  
Saroj Arya
Keyword(s):  
Life Satisfaction ◽  
High School Students ◽  
Positive Psychology ◽  
Positive Emotions ◽  
Negative Emotions ◽  
Well Being ◽  
Subjective Well Being ◽  
Positive Psychology Interventions ◽  
Critical Overview

In the present educational system, students face a lot of pressure, stress and expectation from self and others which leads to experiencing negative emotions. These factors hinder children’s all round development and scholastic achievement leading to low subjective well-being and poor life satisfaction. Hence, there is a need to foster positive emotions. A critical overview has been done on the role of Positive Psychology Interventions in enhancing positive emotions of the students in experiencing well-being, and satisfaction. School psychology has been focusing on addressing the problem and providing solutions. Experiencing positive emotions is more important for accomplishment and well-being than the absence of negative emotions. The essence of Positive Psychology Interventions is to remove what is wrong and bring in what is strong, by fostering positive factors important for flourishing and accomplishment. Research has shown that Positive Psychology Interventions are significantly related to student well-being which can augment life satisfaction.

Studying Subjective Well-Being during a Quarantine

2021 ◽  
Author(s):  
Samuel Browning ◽  
E. Scott Geller
Keyword(s):  
Positive Psychology ◽  
Mood State ◽  
Well Being ◽  
Potential Effect ◽  
Mood States ◽  
Control Group ◽  
Subjective Well Being ◽  
Psychology Class ◽  
Significant Difference ◽  
The Impact

To investigate the impact of writing a gratitude letter on particular mood states, we asked students in two university classes (a research class and a positive psychology class) to complete a 15-item mood assessment survey (MAS) twice a day (once in the morning and once at night). The research students who signed up for one or two pass/fail field-study credits in a research class also completed the MAS twice a day, but they did not write the weekly gratitude letter that was expected from the students in the positive psychology class. Each mood state was averaged per each day for the participants in each group and compared between the Gratitude Group and the Control Group. No group difference occurred for some mood states like “incompetent,” but for the “unmotivated” mood state, a significant difference was found. To investigate the potential effect of weekday, we compared the average mood rating between groups for each day of the week. For the mood state of “unmotivated”, a remarkable dip occurred on Wednesday for the Gratitude group, but not for the Control group. These results indicated that writing a gratitude letter increased the benefactor’s motivation, especially on the day when it was accomplished.

scholarly journals What are people saying when they report they are happy or life satisfied

2016 ◽  
Vol 32 (3) ◽  
pp. 803 ◽  
Author(s):  
Americo Baptista ◽  
Cristina Camilo ◽  
Isabel Santos ◽  
Jose De Almeida Brites ◽  
Joana Brites Rosa ◽  
...  
Keyword(s):  
Life Satisfaction ◽  
Positive Psychology ◽  
Well Being ◽  
Graphic Representation ◽  
Hedonic Model ◽  
Subjective Well Being ◽  
Hedonic Models ◽  
Single Item ◽  
Small Variance ◽  
Reversed Order

<p><span lang="EN-GB">The study of happiness was dominated with the model of subjective well-being. With the advent of positive psychology the eudaimonic and hedonic models entered the field, but major surveys continue to use single-item measures of life satisfaction or happiness. We study the associations between life satisfaction and happiness, measured single-items with a graphic representation of a ladder and a thermometer, and three models of happiness: the subjective well-being, the eudaimonic and hedonic. The results showed that subjective well-being was the main predictor of life satisfaction and hedonic model also predicted a small amount of this variable. For happiness the predictors were the same but in reversed order, the main predictor was the hedonic model and a small variance was explained by subjective well-being. Contrary to our hypothesis the eudaimonic perspective of happiness was not a predictor in none of the models. These results underline the importance of the interaction between a cognitive or appraisal perspective and the hedonic perspectives for the study of happiness.</span></p>

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