Positive education
Positive Psychology and Classroom Interventions
Bibliographic Data
| ID | 5772387 |
|---|---|
| Authors | Martin E P Seligman (0000-0002-2028-0009, University of Pennsylvania, corresponding author), Randal M Ernst (Lincoln (Nebraska) Public Schools), Jane E Gillham (0000-0002-0820-277X, Swarthmore College), Jane Gillham (Swarthmore College and University of Pennsylvania), Karen Reivich (University of Pennsylvania), Mark Linkins (Wallingford‐Swarthmore (Pennsylvania) Public Schools) |
| Year | 2009 |
| Volume | 35 |
| Issue | 3 |
| Pages | 293-311 |
| Publication date | 2009-05-29 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Oxford Review of Education (JOURNAL) |
| Journal identifiers | ISSN: 0305-4985 • E-ISSN: 1465-3915 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/03054980902934563 |
| OpenAlex | W2159903595 |
| Language | EN |
| Citations received | 344 |
| References cited | 45 |
Positive education is defined as education for both traditional skills and for happiness. The high prevalence worldwide of depression among young people, the small rise in life satisfaction, and the synergy between learning and positive emotion all argue that the skills for happiness should be taught in school. There is substantial evidence from well controlled studies that skills that increase resilience, positive emotion, engagement and meaning can be taught to schoolchildren. We present the story of teaching these skills to an entire school-Geelong Grammar School-in Australia, and we speculate that positive education will form the basis of a 'new prosperity', a politics that values both wealth and well-being
Positive psychology · Neuroscience, Education and Cognitive Function · Psychological and Temporal Perspectives Research · Psychological Well-being and Life Satisfaction
Engagement e Inteligencia emocional en estudiantes de una universidad privada en la ciudad de Arequipa
Who is Teaching Us about Sustainable Happiness and Well-Being
Positive social psychology
Atas do X Simpósio Nacional de Investigação em Psicologia, Universidade da Madeira, 2019
Schools as Developmental Contexts During Adolescence
Using wellbeing for public policy
A multidimensional approach to measuring well-being in students
A Review of School-Based Positive Psychology Interventions
Learner Engagement in Blended Learning Environments
Setting an Agenda for Positive Psychology in SLA
Grit and Different Aspects of Well-Being
Positive Psychology at School
Sense of relatedness boosts engagement, achievement, and well-being
Hope and optimism as predictors of academic performance and subjective well-being in college students
What Schools Need to Know About Fostering School Belonging
True Grit
School as ideal setting to promote health and wellbeing among young people
Systematic Review of Universal Resilience-Focused Interventions Targeting Child and Adolescent Mental Health in the School Setting
Linking positive emotions and academic performance
Effect of Growth Mindset on School Engagement and Psychological Well-Being of Chinese Primary and Middle School Students
Strength-Based Positive Interventions
The Lancet Psychiatry Commission on youth mental health
Character strengths predict subjective well-being during adolescence
Life Satisfaction and Academic Performance in Early Adolescents
Positive Psychological Well-Being and Cardiovascular Disease
The Transition movement as politics and pedagogy in communities
Foucauldian Critique of Positive Education and Related Self-technologies
A neo-Aristotelian account of education, justice, and the human good
Exploring the Impacts of Meaning in Life, Character Strengths, and Social Connectedness on Affect and Achievement in Gifted Students
Emotional Intelligence, Self-Regulation, and Children’s Well-Being in Fourth-Grade Students
An Umbrella Review of Meta-analyses of School-Based Mindfulness Based Interventions (MBIs)
Psychological framework for life, emotion, and health education in applied undergraduate institutions
Grouping for equity in mathematics classrooms
Passion or Perseverance? The Mediating Role of Teacher Grit in Positive Leadership and Positive Education in Taiwan
An Experimental Study on the Impact of Positive Education on School Engagement and Psychological Well-being among Boarding School Students in China
A Four-Stage Model of Character Building
Flourishing of Positive Psychology in Education
Positive Psychology in Emergency Distance Education in Saudi Arabia during the Pandemic and Beyond
“How to be happy” according to Cosmopolitan
Preliminary Effectiveness of Professional Learning about Disability-Specific Evidence-Based Classroom Practices for Education Support Staff
The Effectiveness of Positive Psychology Intervention in Turkey
La escuela positiva
How AI Literacy Affects Students’ Educational Attainment in Online Learning
The effect of high emotionally intelligent teachers on their teaching effectiveness at universities
“Teacher Burnout Is One of My Greatest Fears”
Positive Psychology in Foreign Language Learning and Teaching. The Case of Polish Older Adults
Optimism and perseverance
Promoting creative autonomy support in school music education
Flourish-HE
Promoting well-being at school, university, and workplaces
A content validity and cognitive interview to develop the Harmoni items
Expanding the application of positive education to non-formal settings through training nonformal education teachers
What makes a school a happy school? Portuguese students’ perspectives
School climate and student wellbeing across compulsory education in Portugal
“Inner Engineering” for success—A complementary approach to positive education
Factors’ learning motivation dynamics in training course
What makes school a happy place? Development and validation of a measurement scale for students
Psychological Capital and English as a Second Language Classroom Management in Malaysia
Students’ wellbeing in positive higher education
Harnessing virtues for educational success
Optimizing the home-school-society collaborative mechanism for college students' mental health
Leading Trauma-Informed Education Practice as an Instructional Model for Teaching and Learning
“I didn't want them to see that I was spent”
Nurturing Ubuntu, the African Form of Human Flourishing Through Inclusive Home Based Early Childhood Education
Making a #Stepchange? Investigating the Alignment of Learning Analytics and Student Wellbeing in United Kingdom Higher Education Institutions
Nine Contradictory Observations About Girls’ and Boys’ Upbringing and Education – The Strength-Based Approach as the Way to Eliminate the Gender Gap
Wellbeing integrated learning design framework
A ‘Perma’ Response to the Pandemic
Autonomía e inclusión
Advancement of life and death education research
Promoting University Students' Mental Health
The relationship between extracurricular sports participation and subjective well-being in junior high school students
External Locus-of-Hope and Collectivist Coping in Students from Three Asian Cities
Scenarios of Pedagogical Support to Promote Subject Learning Success Among University Students Based on Academic Risk Analysis
What Makes a School a Happy School? Parents’ Perspectives
Fostering a Synergy Between the Development of Well-Being and Musicianship
Overcoming Challenges and Promoting Positive Education in Inclusive Schools
The Sense of Security and Comfort in Education—Development, Validation, and Interpretation of a New Questionnaire
The Relevance of Visibility in Cultivating Teacher Leaders’ Professional Identity
The Iara Model Proved Effective in Emotional Literacy, Characters Strengths Awareness, and Cohesion among Italian Children
Teaching Kindness and Compassion
Underrepresented Students in Gifted and Talented Education
Teachers’ and School Professionals’ Knowledge and Attitudes Towards Epilepsy in Greece
Inside Out
Cognitive Reappraisal
Navigating Schools through the Pandemic Crisis
Facilitating Kindergarten Teachers’ Positive Education Through an Online Digital Storytelling Workshop
The responsibility of knowledge
WeThrive
Quality of life movement
Promoting wellbeing through positive education
Young people healing and growing in trauma-informed positive music education
The Effect of Online Multi-Component Positive Psychology Intervention on Adolescents’ Risky Behaviors and Psychological Flexibility
Is Awareness of Strengths Intervention Sufficient to Cultivate Wellbeing and Other Positive Outcomes
Positive Emotions Boost Enthusiastic Responsiveness to Capitalization Attempts. Dissecting Self-Report, Physiology, and Behavior
Efficacy of a School-Based Mental Health Intervention Based on Mindfulness and Character Strengths Use Among Adolescents
The Role of Resilience in Fostering Late Adolescents’ Meaning-Making Process
The Effects of a Character Strength Focused Positive Psychology Course on Undergraduate Happiness and Well-Being
Improving Interdisciplinary Research in Well-Being—A Review with Further Comments of Michael Bishop’s The Good Life
The Effects of an Online Positive Psychology Course on Happiness, Health, and Well-Being
Development, Freedom, and Rising Happiness
A Functional-Design Approach to Motivation and Self-Regulation
Is there an epidemic of child or adolescent depression?
Positive affect increases the breadth of attentional selection
Orientations to happiness and life satisfaction
Self-Discipline Outdoes IQ in Predicting Academic Performance of Adolescents
Age, gender, race, socioeconomic status, and birth cohort difference on the children's depression inventory
Flow
Social, Emotional, Ethical, and Academic Education
The prevention of depressive symptoms in children and adolescents
The Satisfaction With Life Scale
Racial attitudes in America
Advances in psychiatric epidemiology
Positive Affect and the Complex Dynamics of Human Flourishing
The Re-Emergence of Character Education in British Education Policy
What Do You Do When Things Go Right? The Intrapersonal and Interpersonal Benefits of Sharing Positive Events
Positive affect facilitates creative problem solving
Optimal experience in work and leisure
Positive Psychology Progress
What Good Are Positive Emotions
Positive emotions broaden the scope of attention and thought-action repertoires
Shared Virtue
Subjective well-being
How American Children Spend Their Time
Dispositional Affect and Job Outcomes
| Unique citing works | 344 |
|---|---|
| Citations per year | 22,93 |
| Citation span | 2011 - 2026 (16) |
| Citation velocity | current |
| Highly cited | Yes |
| Citation types | Neutral: 340 |