CoChat
Sign Up
Cited by 2,458Psychological Well-being and Life SatisfactionValues and Moral EducationFlow Experience in Various Fields

The DOI matches its Crossref record; 58 of the 58 references it cites were found in a registry or an index.

Positive education: positive psychology and classroom interventions

Seligman, Martin E. P., Ernst, Randal M., Gillham, Jane, Reivich, Karen, Linkins, Mark·2009·Oxford Review of Education
DOI 10.1080/03054980902934563
Open this paper in CoChat — free account

Abstract

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.

Overview

Integrity signals

Registry

Crossref · 10.1080/03054980902934563

Cites

58 of 58 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.

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

Citations

Cites

Show all 58 references

Research works printed but not linked: 8

  1. Brunwasser , S.M. and Gillham , J.E. . A meta‐analytic review of the Penn Resiliency Programme . Paper presented at the Society for Prevention Research . May , San Francisco.
  2. Collaborative for Academic, Social and Emotional Learning (CASEL) . 2009 . Standards and policies: SEL policy Available from http://www.casel.org/standards/policy.php (accessed 1 March 2009)
  3. Cutuli J.J. 2004 . “ Preventing externalizing symptoms and related features in adolescence ” . Philadelphia PA : University of Pennsylvania . Unpublished honors thesis
  4. Durkheim , E. 1951/1897 . Suicide , New York : Free Press .
  5. Erikson , E.H. 1963 . Childhood and society (2nd edn.) , New York : W.W. Norton & Co .
  6. Kuhl , J. 1983 . Emotion, cognition, and motivation: II. The functional significance of emotions in perception, memory, problem‐solving, and overt action . Sprache & Kognition , 2 : 228 – 253 .
  7. Seligman , M.E.P. 2002 . Authentic happiness: using the new positive psychology to realize your potential for lasting fulfillment , New York : Free Press .
  8. U.S. Environmental Protection Agency . 2006 . Latest findings on national air quality: status and trends through 2006 , Research Triangle Park, NC : U.S. Environmental Protection Agency .

Cited by

Sorted by citations

Items 2,201–2,300 of 2,458

Related

See all

Metadata

Authors
Seligman, M. E. P., Ernst, R. M., Gillham, J., Reivich, K., & Linkins, M.
Affiliations
  • University of Pennsylvania (US)
  • Lincoln (Nebraska) Public Schools
  • Swarthmore College (US)
  • Wallingford‐Swarthmore (Pennsylvania) Public Schools
Corresponding author
Seligman, Martin E. P.
ORCID
Venue
Oxford Review of Education
Publisher
Informa UK Limited
Published
2009-05-27
Volume
35
Issue
3
Pages
293-311
ISSN
  • 0305-4985 (ISSN-L)
  • 1465-3915
DOI
10.1080/03054980902934563
OpenAlex
W2159903595
Semantic Scholar
b8d41d393bbf90546abc614ab93a18c9bd3eaa74
Cited by
2,106
References
58
Citations by year
2026: 185 · 2025: 174 · 2024: 139 · 2023: 189 · 2022: 161 · 2021: 188 · 2020: 203 · 2019: 159 · 2018: 110 · 2017: 126 · 2016: 120 · 2015: 120 · 2014: 91 · 2013: 63 · 2012: 43
FWCI
32.95
Type
journal article
Language
en
Open access
closed
Locations
  • Oxford Review of Education (publishedVersion)
  • Works - Scholarship, Research, & Creative Expression (Swarthmore College) (submittedVersion)
Funders
  • National Institute for Health and Care Research
  • National Institutes of Health
Topics
  • Social Sciences › Psychology › Social Psychology › Psychological Well-being and Life Satisfaction
  • Social Sciences › Education › Values and Moral Education
  • Social Sciences › Psychology › Developmental and Educational Psychology › Flow Experience in Various Fields
Keywords
positive education, positive psychology, classroom intervention, happiness, resilience, positive emotions, engagement, meaning, elementary school students, adolescent depression, life satisfaction, well-being

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