CoChat
Sign Up
Cited by 133Psychological Well-being and Life SatisfactionEarly Childhood Education and DevelopmentYouth Development and Social Support

The DOI matches its Crossref record; 102 of the 103 references it cites were found in a registry or an index.

Effects of the Maytiv positive psychology school program on early adolescents' well-being, engagement, and achievement

Shoshani, Anat, Steinmetz, Sarit, Kanat-Maymon, Yaniv·2016·Journal of School Psychology
DOI 10.1016/j.jsp.2016.05.003
Open this paper in CoChat — free account

Abstract

As positive psychology is a nascent area of research, there are very few empirical studies assessing the impact and sustained effects of positive psychology school interventions. The current study presents a 2-year longitudinal evaluation of the effects of a school-based positive psychology program on students' subjective well-being, school engagement, and academic achievements. The study investigated the effectiveness of the Maytiv school program using a positive psychology-based classroom-level intervention with 2517 seventh- to ninth-grade students in 70 classrooms, from six schools in the center of Israel. The classes were randomly assigned to intervention and control conditions, which were comparable in terms of students' age, gender, and socio-economic status. Hierarchical linear regression analyses revealed positive intervention effects on positive emotions, peer relations, emotional engagement in school, cognitive engagement, and grade point average scores (Cohen's ds 0.16-0.71). In the control group, there were significant decreases in positive emotions and cognitive engagement, and no significant changes in peer relations, emotional engagement or school achievements. These findings demonstrate the significant socio-emotional and academic benefits of incorporating components of positive psychology into school curricula.

Overview

Integrity signals

Registry

Crossref · 10.1016/j.jsp.2016.05.003

Cites

102 of 102 references verified0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Verification

Claims the paper makes

This paper’s full text isn’t openly available, so its claims and self-check weren’t run. The registry and citation checks still apply.

Citations

Cites

Flagged first, then by citations

1 of the 103 references couldn’t be matched to a known paper.

Research works printed but not linked: 3

  1. King, 2003, Some truths behind the trombones?, Psychological Inquiry, 14, 128
  2. Raudenbush, 2002, Vol. 1
  3. Slone, 2006, Feeling safe: An Israeli intervention program for helping children cope with exposure to political violence and terrorism. (pp. 173–182)

Cited by

Sorted by citations

Related

Metadata

Authors
Shoshani, A., Steinmetz, S., & Kanat-Maymon, Y.
Affiliations
Reichman University (IL)
Corresponding author
Shoshani, Anat
ORCID
Shoshani, Anat
Venue
Journal of School Psychology
Publisher
Elsevier BV
Published
2016-08
Volume
57
Pages
73-92
ISSN
0022-4405 (ISSN-L)
DOI
10.1016/j.jsp.2016.05.003
OpenAlex
W2400384003
Semantic Scholar
6c78639d51b30f9c851ab7a59ac552a75c278284
Cited by
132
References
103
Citations by year
2026: 9 · 2025: 14 · 2024: 13 · 2023: 17 · 2022: 20 · 2021: 15 · 2020: 12 · 2019: 17 · 2018: 11 · 2017: 3 · 2016: 1
FWCI
12.60
Type
journal article
Language
en
Open access
closed
Licence
www.elsevier.com/tdm/userlicense/1.0/ (tdm)
Locations
  • Journal of School Psychology (publishedVersion)
  • PubMed (publishedVersion)
Funders
Beracha Foundation (14/04)
Topics
  • Social Sciences › Psychology › Social Psychology › Psychological Well-being and Life Satisfaction
  • Social Sciences › Education › Early Childhood Education and Development
  • Social Sciences › Psychology › Developmental and Educational Psychology › Youth Development and Social Support
Keywords
positive psychology, school-based intervention, early adolescents, subjective well-being, positive emotions, school engagement, academic performance, grade point average, peer relationships, cognitive engagement, emotional engagement, social-emotional learning, school curriculum
MeSH terms
Achievement, Adolescent, Emotions, Female, Humans, Longitudinal Studies, Male, Personal Satisfaction, Psychology, Educational, Schools, Students, Outcome Assessment, Health Care

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review