Student engagement: The impact of positive psychology interventions on students

2020 ◽  
pp. 146978742095058
Author(s):  
Jackie Hammill ◽  
Thinh Nguyen ◽  
Fiona Henderson
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Positive Psychology ◽  
Research Study ◽  
Well Being ◽  
Psychology Students ◽  
Control Group ◽  
Positive Psychology Interventions ◽  
Primary And Secondary Education ◽  
The Impact

Positive psychology interventions are widely used in primary and secondary education to enhance student engagement and well-being. When used in the higher education sector, interventions tend to be used in psychology, psychotherapy and mindfulness programmes with successful outcomes in terms of student engagement, learning and well-being. However, there is little evidence to support the effectiveness of such interventions in disciplines outside of psychology. This triangulated action research study utilised student self-reported feedback to explore the link between positive psychology interventions and student engagement in a non-psychology related classroom. The study involved two intervention and one control group. In contrast to results obtained from psychology students, findings in this study showed a lack of student engagement in both intervention groups and a significant increase in student engagement in the control group compared to one of the intervention groups. The findings suggest that further consideration needs to be given to identify positive psychology interventions that might achieve a better fit with non-psychology students.

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 SUBJECTIVE WELL-BEING AND FLOURISHING AT WORK: THE IMPACT OF PROFESSIONAL FULFILMENT

2021 ◽  
Vol 22 (1) ◽  
Author(s):  
LIGIA C. OLIVEIRA-SILVA ◽  
JULIANA B. PORTO
Keyword(s):  
Positive Psychology ◽  
Research Study ◽  
Well Being ◽  
Career Goals ◽  
Subjective Well Being ◽  
Goal Progress ◽  
Future Studies ◽  
Work Factors ◽  
Positive Goal ◽  
The Impact

ABSTRACT Purpose: The main purpose of this study was to investigate the impact professional fulfilment has on aspects of positive psychology, such as subjective well-being and flourishing at work. Originality/value: We analyse whether professional fulfilment, as a career aspect, influences only work factors, such as flourishing, or if it also contributes to subjective well-being in life. Additionally, few studies have focused on professional fulfilment because of its novelty. Therefore, this study contributes to advancing a new concept, as well as to the development of new models and theories in positive psychology. Design/methodology/approach: This is a quantitative, survey-type research study involving 358 participants who have a wide variety of jobs and professions. The questionnaire presented subjective well-being, flourishing at work and professional fulfilment scales, as well as socio-demographic questions. Data were analysed using bivariate correlations and multiple regression analysis. Findings: Results indicated that professional fulfilment predicts higher subjective well-being and flourishing at work. Therefore, the more people perceive they have achieved what they value in their career and demonstrate positive goal progress, the more they experience well-being in life in general and the more they flourish at work. There are major positive relationships between career goals, well-being and flourishing at work, which is consistent with previous studies. Future studies could analyse under which specific contextual conditions the pursuit of career goals has a higher or lower impact on subjective well-being and flourishing.

scholarly journals Effects of Positive Psychology Interventions on the Well-Being of Young Children: A Systematic Literature Review

2021 ◽  
Vol 18 (22) ◽  
pp. 12065
Author(s):  
Valérie Benoit ◽  
Piera Gabola
Keyword(s):  
Positive Psychology ◽  
Young Children ◽  
Secondary Students ◽  
Positive Emotions ◽  
Mental Health Problems ◽  
School Context ◽  
Preschool Education ◽  
Well Being ◽  
Positive Psychology Interventions ◽  
The Impact

Over the last 20 years, the effectiveness of positive psychology interventions for the development of the well-being of children and adolescents and the moderation of high levels of anxiety and depression in this population has been largely demonstrated. Emphasis has been placed on the promotion of well-being and prevention of mental health problems in the school context in order to foster, through positive psychology, the cognitive and socio-emotional development of primary and secondary students, e.g., by strengthening positive relationships, positive emotions, character strengths, optimism, and hope. However, little is known about the impact of these interventions on young children. This systematic review aims at examining the effects of positive psychology interventions on the well-being of early childhood children (<6 years old), both in the preschool education context with educators or teachers and also in the family context with parents. Several electronic databases were searched, and the findings systematically reviewed and reported by the PRISMA guidelines. Very few studies met the inclusion criteria (n = 3), highlighting the need for further research in this area. Indeed, all of the selected studies demonstrated the importance of positive psychology interventions with young children to promote positive aspects of development, such as gratitude, positive emotions, life satisfaction, accomplishment, positive relationship, or self-esteem. Limitations in the field are discussed.

scholarly journals ANALYSIS OF STUDENTS' SOMATIC HEALTH AND EMOTIONAL STATE DURING SPORTS GAMES CLASSES

2021 ◽  
Vol 74 (3) ◽  
pp. 608-612
Author(s):  
Iryna I. Shaposhnikova ◽  
Svitlana M. Korsun ◽  
Larysa P. Arefieva ◽  
Olga V. Kostikova ◽  
Volodymyr M. Serhiіenko ◽  
...  
Keyword(s):  
Higher Education ◽  
Physical Education ◽  
Emotional State ◽  
Heart Rate Recovery ◽  
Higher Education Institutions ◽  
Well Being ◽  
Academic Disciplines ◽  
Control Group ◽  
Somatic Health ◽  
The Impact

The aim: Is to investigate the impact of sports games (football) on the level of somatic health and emotional state of students in the process of studying. Materials and methods: The study was conducted at Kharkiv State Academy of Physical Culture and Sumy State University (Ukraine) in 2018-2019. The study involved 87 male students of the main department. Two groups were formed: an experimental group (EG, n=42), the students of which were engaged in a sports-oriented form of physical education (in the class of football), and a control group (CG, n=45), the students of which were training according to the traditional methods of organizing physical education classes at higher education institutions. The somatic health of students was assessed according to the method of H. L. Apanasenko, which provided for the determination of body mass, life, power, and Robinson indexes, heart rate recovery time after a standard exercise. The emotional state of students was determined by the WAM (Well-being, Activity, Mood) methodology. Results: At the end of the study, the EG students showed a significantly better level of somatic health than the CG students; the difference was significant and accounted for 3.18 points (p<0.001). At the same time, during the study, the EG students had a more pronounced significant increase in all studied health indicators (p<0.001). The best emotional state level of the students of both groups was recorded at the end of the study, but in the EG students it was significantly (p<0.05) better than in the CG students by 0.55-0.73 points. Conclusions: It was found that sports games classes, including football, had a positive effect on the level of somatic health and emotional state of students. Significant changes were observed in the performance of the respiratory and cardiovascular systems of students. The high level of somatic health and good emotional state of students will help to improve mastering academic disciplines at higher education institutions, provide preparation for active life and help to improve future professional activities.

scholarly journals Recent Trends in Happiness Research

2019 ◽  
Vol 8 (6S) ◽  
pp. 752-757
Keyword(s):  
Positive Psychology ◽  
Classroom Management ◽  
Character Strengths ◽  
Well Being ◽  
Positive Psychology Interventions ◽  
Role Of Teachers ◽  
Via Classification ◽  
The Impact

Happiness is a subjective term conceptualized in varied ways by individuals and across disciplines. However, how it comes to be understood in reference to the educational context can provide directions for future endeavors in increasing student happiness, or well-being, the terms often used interchangeably. The term well-being, nonetheless, has gained more prominence owing to a broader spectrum of features it encompasses. The discipline of positive psychology which has received eminent advancement in recent times has offered a plethora of approaches to improve well-being of individuals. The VIA classification of strengths by Christopher Peterson and Martin Seligman (2004), offers a framework of 24 positive traits condensed further into 6 virtues, emphasizing employment of simple strategies to foster inherent strengths possessed by individuals in varying degrees, for accomplishing a greater sense of well-being. This review paper, examines the empirical evidence of the influence of various strengths and virtues as delineated in the VIA classification of strengths and other positive psychology interventions on well-being. The impact of various intervention studies with school and university students is also looked at. Evidence has revealed correlation between positive psychology interventions on strengthening character strengths and student well-being across cultures. Simple intervention strategies, such as practicing gratitude, mindfulness and social skills enhancement exercises led to decrease in negative affect and increased levels of positive affect and life satisfaction. Further, as it may be aptly believed that for any school-based intervention to reap benefits in a sustainable manner, the role of teachers cannot be undermined. The paper attempts to highlight the role of teachers in advancement of student well-being, their conceptualization, attitudes and their own sense of well-being which has a bearing on their classroom management styles as evidenced in research.

scholarly journals Assessing the impact of the European resilience curriculum in preschool, early and late primary school children

2021 ◽  
pp. 014303432110250
Author(s):  
Celeste Simões ◽  
Anabela C. Santos ◽  
Paula Lebre ◽  
João R. Daniel ◽  
Cátia Branquinho ◽  
...  
Keyword(s):  
Mental Health ◽  
Intervention Group ◽  
Well Being ◽  
Primary School Children ◽  
Control Group ◽  
Physical And Mental Health ◽  
Quasi Experimental ◽  
Mental Health Difficulties ◽  
Prosocial Behaviours ◽  
The Impact

Resilience is an individual’s ability to adapt successfully to and persevere during and after significant challenges. Resilience programmes based on a socioemotional learning approach have been associated with an increase in protextive factors (e.g., prosocial competencies), improvements in physical and mental health, and a decrease in internalised and externalised symptoms. The present study aimed to evaluate the impact of the RESCUR curriculum implemented in Portuguese schools on students’ academic, behavioural, and socioemotional outcomes, based on child and teacher reports. Participants included 1,084 children (53.2% male) aged 3-15 ( M = 7.24, SD = 2.31). A quasi-experimental study compared outcomes for an experimental intervention group (AIG) with a waiting list control group (WG). The results showed the RESCUR programme decreased mental health difficulties while increasing both prosocial behaviours and well-being. In addition, academic performance increased for those in preschool after implementation. Both teachers and children consistently reported positive behavioural changes in resilience-related competencies after implementing RESCUR. Our findings contribute to the recent research on the potential of RESCUR to address key socioemotional competencies and improve relevant protextive factors. Study limitations and future recommendations are addressed.

scholarly journals Maternal mental health and well-being during the COVID-19 pandemic in Beijing, China

2021 ◽  
Author(s):  
Zhuang Wei ◽  
Ming-Yue Gao ◽  
Mary Fewtrell ◽  
Jonathan Wells ◽  
Jin-Yue Yu
Keyword(s):  
Mental Health ◽  
Higher Education ◽  
Maternal Mental Health ◽  
Descriptive Analysis ◽  
Fair Division ◽  
Personal Space ◽  
Well Being ◽  
Maternal Characteristics ◽  
The Impact ◽  
Beijing China

Abstract Background The aim of this study is to evaluate the impact of the coronavirus disease 2019 (COVID-19) pandemic on breastfeeding women and to identify predictors of maternal mental health and coping. Methods Mothers aged ≥ 18 years with a breast-fed infant ≤ 18 months of age during the COVID-19 pandemic in Beijing, China, completed a questionnaire. Descriptive analysis of lockdown consequences was performed and predictors of these outcomes were examined using stepwise linear regression. Results Of 2233 participants, 29.9%, 20.0% and 34.7% felt down, lonely, and worried, respectively, during the lockdown; however, 85.3% felt able to cope. Poorer maternal mental health was predicted by maternal (younger age, higher education) and infant (older age, lower gestation) characteristics, and social circumstances (husband unemployed or working from home, receiving advice from family, having enough space for the baby, living close to a park or green space). Conversely, better maternal mental health was predicted by higher income, employment requiring higher qualifications, more personal space at home, shopping or walking > once/week and lack of impact of COVID-19 on job or income. Mothers with higher education, more bedrooms, fair division of household chores and attending an online mother and baby group > once/week reported better coping. Conclusion The findings highlight maternal characteristics and circumstances that predict poorer mental health and reduced coping which could be used to target interventions in any future public health emergencies requiring social restrictions.

scholarly journals The Neoliberal University in Ireland: Institutional Bullying by Another Name?

Societies ◽  
2021 ◽  
Vol 11 (2) ◽  
pp. 52
Author(s):  
Margaret Hodgins ◽  
Patricia Mannix McNamara
Keyword(s):  
Higher Education ◽  
Public Management ◽  
New Public Management ◽  
Academic Staff ◽  
Well Being ◽  
The United States ◽  
Decent Work ◽  
New Public ◽  
The Impact ◽  
Health And Well Being

New managerialism and the pervasive neoliberalisation of universities is by now a well-established phenomenon. Commentaries explore the political and economic drivers and effects of neoliberal ideology, and critique the impact on higher education and academic work. The impact on the health and well-being of academic staff has had less attention, and it is to that we turn in this paper. Much academic interest in neoliberalism stems from the UK, Australia and the United States. We draw particularly on studies of public Irish universities, where neoliberalism, now well entrenched, but something of a late-comer to the new public management party, is making its presence felt. This conceptual paper explores the concept of neoliberalism in higher education, arguing that the policies and practices of new public management as exercised in universities are a form of bullying; what we term institutional bullying. The authors are researchers of workplace culture, workplace bullying and incivility. Irish universities are increasingly challenged in delivering the International Labour Organisation (ILO) principles of decent work, i.e., dignity, equity, fair income and safe working conditions. They have become exposed in terms of gender imbalance in senior positions, precariat workforce, excessive workload and diminishing levels of control. Irish universities are suffering in terms of both the health and well-being of staff and organisational vibrancy. The authors conclude by cautioning against potential neoliberal intensification as universities grapple with the economic fallout from the COVID-19 pandemic. This paper reviews neoliberalism in higher education and concludes with insight as to how the current pandemic could act as a necessary catalyst to stem the tide and ‘call out’ bullying at the institutional level.

Sign in / Sign up

Export Citation Format

Share Document