scholarly journals Research on the Gratitude Education of Contemporary College Students from the Perspective of Positive Psychology

2018 ◽  
Author(s):  
Yue Wu ◽  
YuXiang Zhai
Keyword(s):  
College Students ◽  
Positive Psychology

Correlations among Executive Function Scales and Positive Psychological Attributes in College Students

2007 ◽  
Vol 100 (1) ◽  
pp. 24-26 ◽  
Author(s):  
William M. Miley ◽  
Marcello Spinella
Keyword(s):  
College Students ◽  
Executive Function ◽  
Academic Success ◽  
Positive Psychology ◽  
Strategic Planning ◽  
Psychological Attributes ◽  
Predict Academic Success

Scores on executive function scales were correlated with scores on attributes of positive psychology. Values were positive among gratitude, satisfaction, and the executive function scales of motivational drive, empathy, and strategic planning. If replicated and extended, such data may predict academic success in college students as in 13- to 14-yr.-olds.

scholarly journals Examining Relationships between Academic and Social Achievement Goals and Routes to Happiness

2012 ◽  
Vol 2012 ◽  
pp. 1-7 ◽  
Author(s):  
Christopher O. Walker ◽  
Tina D. Winn ◽  
Rachel M. Lutjens
Keyword(s):  
College Students ◽  
Academic Achievement ◽  
Informed Consent ◽  
Positive Psychology ◽  
Goal Orientation ◽  
Achievement Goals ◽  
Achievement Goal Orientation ◽  
Social Achievement ◽  
Hedonic Enjoyment

The purpose of the current study was to examine the relationships among social and academic achievement goals and the route to happiness selected by a sample of college students. According to Waterman (1993) there are two distinct routes to happiness: eudaimonia and hedonic enjoyment. Hedonic enjoyment has been defined as the pursuit of proximal goals and immediate pleasure, while eudaimonia is best defined as the long-term commitment to pursue “self-realization” (Waterman, 1993). A sample of 132 college students completed a research packet containing an informed consent, demographics form, and three questionnaires. The results suggested that one’s route to happiness was related to the academic and social achievement goal orientation of the participants. A call is made for additional research to examine the interrelations among variables traditionally considered in cognitive-motivational research and variables considered to be a part of the positive psychology movement (e.g., happiness).

scholarly journals Exploring the Ideal and Belief Education of College Students from the Perspective of Positive Psychology

2021 ◽  
Vol 5 (6) ◽  
pp. 87-91
Author(s):  
Yingying Zhang
Keyword(s):  
Mental Health ◽  
College Students ◽  
Health Education ◽  
Positive Psychology ◽  
Current Situation ◽  
Mental Health Education ◽  
The Ideal

This article mainly explores the ideal and belief education of college students based on the perspective of positive psychology. This article first explains the current situation of college students’ mental health education, further elaborates the important role of ideal and belief education based on positive psychology, and finally points out how to realize the ideal and belief education vision among college students in the perspective of positive psychology for reference of relevant personnel.

On the Strategies of College Students’ Entrepreneurial Mental Health Education from the Perspective of Positive Psychology

2021 ◽  
Vol 7 (5) ◽  
pp. 4739-4751
Author(s):  
Xiaoli Zhang
Keyword(s):  
College Students ◽  
Positive Psychology ◽  
Learning Environment ◽  
Social Environment ◽  
Government Policy ◽  
Living Environment ◽  
Policy Support ◽  
Human Beings ◽  
Healthy Family ◽  
Good Living

Objectives: Entrepreneurship education is one of the contents of higher education, which aims to cultivate college students’ entrepreneurial consciousness and ability, and its core is to cultivate college students’ entrepreneurial quality. Methods: Positive psychology is directed at the traditional “negative psychology”, which advocates studying the positive qualities of human beings, fully tapping the inherent, potential and constructive forces of human beings, and promoting the development of individuals and society. Results: Healthy family, good living environment, positive social environment and harmonious learning environment all play an important role in positive psychology. Government policy support objectively provides guarantee for college students’ entrepreneurial practice, while psychological support subjectively provides guarantee for college students’ entrepreneurial practice. Conclusion: Healthy family, good living environment, positive social environment and harmonious learning environment all play an important role in positive psychology. Government policy support objectively provides guarantee for college students’ entrepreneurial practice, while psychological support subjectively provides guarantee for college students’ entrepreneurial practice.

scholarly journals The Role of Social Emotional Health on Academic Achievement of College Students

2017 ◽  
Vol 7 (1) ◽  
pp. 23
Author(s):  
Intan Shabrina Yansaputri ◽  
Hariz Enggar Wijaya
Keyword(s):  
College Students ◽  
Academic Achievement ◽  
Positive Psychology ◽  
Health Survey ◽  
Emotional Health ◽  
Self Control ◽  
Social Emotional ◽  
Grade Point ◽  
Survey System

Research on positive psychology has widely grown since its emergence.  The strength of the human becomes a key point of positive psychology to explore, such as self-efficacy, optimism, self-control, etc.  This research applied positive psychology to evaluate the role of social-emotional health on the academic achievement of college students. There were 107 first year psychology students of the Islamic University of Indonesia participating this study.  Data were collected using the Social Emotional Health Survey System (SEHS-S) developed by Jones, You, and Furlong (2012) and Grade Point Average (GPA) of students. Data analysis showed that Social Emotional Health was correlated with GPA. Three domains within Social Emotional Health Survey System such as belief in self, emotional competence, and engaged living were positively correlated with GPA. However, belief in others does not correlate with GPA.

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