Cited by 184Psychological Well-being and Life SatisfactionYouth Development and Social SupportEducation, Achievement, and Giftedness

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How ‘other people matter’ in a classroom-based strengths intervention: Exploring interpersonal strategies and classroom outcomes

Quinlan, Denise M., Swain, Nicola, Cameron, Claire, Vella-Brodrick, Dianne A.·2015·The Journal of Positive Psychology

DOI 10.1080/17439760.2014.920407

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Abstract

Interventions that identify and develop character strengths have been shown to benefit well-being, academic engagement and achievement. Strengths research within positive psychology has focused primarily on individual outcomes with less attention on group or relationships effects. This study (N = 193) examined the effect of a classroom-based strengths intervention on class cohesion and friction, relatedness, engagement, well-being and strengths use. A six-session programme was trialled with 9–12-year-old students. Students learned to recognise strengths and practised strengths-related goal setting. At three-months post-test, multi-level modelling indicated that intervention group participants scored significantly higher on class cohesion and relatedness need satisfaction, and lower on class friction than the non-randomised control group. Programme participants also reported higher levels of positive affect, classroom engagement, autonomy need satisfaction and strengths use. School-based strengths interventions may influence individual perceptions of class climate, engagement and student relatedness in addition to individual well-being.

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Authors: Quinlan, D. M., Swain, N., Cameron, C., & Vella-Brodrick, D. A.
Affiliations: University of Otago (NZ)
Corresponding author: Quinlan, Denise M.
ORCID: Swain, Nicola
Cameron, Claire
Venue: The Journal of Positive Psychology
Publisher: Informa UK Limited
Published: 2014-05-29
Volume: 10
Issue: 1
Pages: 77-89
ISSN: 1743-9760 (ISSN-L)
1743-9779
DOI: 10.1080/17439760.2014.920407
OpenAlex: W1979328458
Semantic Scholar: b1e63a07d857c7eaddbf12ce3e06c5fcaaf2051e
Cited by: 184
References: 59
Citations by year: 2026: 18 · 2025: 7 · 2024: 12 · 2023: 14 · 2022: 14 · 2021: 17 · 2020: 17 · 2019: 19 · 2018: 41 · 2017: 14 · 2016: 5 · 2015: 5 · 2014: 1
FWCI: 9.61
Type: journal article
Language: en
Open access: closed
Locations: The Journal of Positive Psychology (publishedVersion)
Topics: Social Sciences › Psychology › Social Psychology › Psychological Well-being and Life Satisfaction
Social Sciences › Psychology › Developmental and Educational Psychology › Youth Development and Social Support
Social Sciences › Psychology › Developmental and Educational Psychology › Education, Achievement, and Giftedness
Keywords: strengths-based intervention, character strengths, classroom intervention, class cohesion, relatedness, autonomy need satisfaction, positive affect, student engagement, strengths use, goal setting, children aged 9-12

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How ‘other people matter’ in a classroom-based strengths intervention: Exploring interpersonal strategies and classroom outcomes

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