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

The DOI matches its Crossref record; 57 of the 59 references it cites were found in a registry or an index.

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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Crossref · 10.1080/17439760.2014.920407

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57 of 57 references verified0 citation errors · 0 not checkable

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Citations

Cites

Show all 59 references

Research works printed but not linked: 12

  1. Berkowitz M. W., 2005, What works in character education: A research-driven guide for educators
  2. 10.1111/jopy.1986.54.issue-1 · DOI
  3. Deci E. L., 2001, Instrinsic need satisfaction scale
  4. 10.1111/cdev.2011.82.issue-1 · DOI
  5. Gillham J., 2011, Positive psychology in schools: 3 year follow-up
  6. Govindji R., 2008, An evaluation of celebrating strengths
  7. Koestner R., 2001, Children’s intrinsic needs satisfaction scale
  8. Linley P., 2009, Realise2: Technical report
  9. Linley P. A., 2010, International Coaching Psychology Review, 5, 8
  10. Ministry of Education, N. Z., 2011, New Zealand education
  11. Rashid T., 2004, Dissertation Abstracts International, 64, 6339
  12. Rath T., 2007, StrengthsFinder 2.0.

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Metadata

Authors
Quinlan, D. M., Swain, N., Cameron, C., & Vella-Brodrick, D. A.
Affiliations
University of Otago (NZ)
Corresponding author
Quinlan, Denise M.
ORCID
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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