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
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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Ahmad, S. F., Han, H., Alam, M. M., Rehmat, M. K., Irshad, M., Arraño-Muñoz, M., & Ariza‐Montes, A. (2023) · Humanities and Social Sciences Communications · doi:10.1057/s41599-023-01787-8 · Cited by 553
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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.
- 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
- 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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