The DOI matches its Crossref record; 58 of the 58 references it cites were found in a registry or an index.
A Review of School-Based Positive Psychology Interventions
Abstract
The aim of this paper is to review school-based interventions that have been designed to foster student wellbeing and academic performance by following a positive psychology approach that seeks to cultivate positive emotions, resilience and positive character strengths. Following the calls of the 21st century education movement for schools to incorporate student wellbeing as a focus of learning, the current paper outlines the positive psychology movement and reviews evidence from 12 school-based positive psychology interventions that have been systematically evaluated. The evidence shows that positive psychology programs are significantly related to student wellbeing, relationships and academic performance. The paper makes suggestions for the further development of positive psychology interventions in schools and explores the factors that could allow positive psychology to be extended, and more systematically embedded, into schools.
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Citations
Cites
Positive psychology: An introduction.
Seligman, M. E. P., & Csikszentmihalyi, M. (2000) · American Psychologist · doi:10.1037/0003-066x.55.1.5 · Cited by 11,351
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011) · Child Development · doi:10.1111/j.1467-8624.2010.01564.x · Cited by 10,854 · cited 1×
“For example, a meta-analysis by Durlak, Weissberg, Dymnicki, Taylor, and Schellinger (2011) of 213 studies involving 270,034 students from kindergarten through high school showed that, on average, school students enrolled in a social and emotional learning program ranked 11 percentage points higher…”
BackgroundFlourish: A Visionary New Understanding of Happiness and Well-Being
(2011) · Choice Reviews Online · doi:10.5860/choice.48-7217 · Cited by 5,543 · cited 6×
“The results at post-test (1 week after the mindfulness curriculum was completed) showed that, relative to control students, the intervention students reported increased feelings of calmness, relaxation, and self-acceptance as well as decreased negative affect. Emotion regulation improved and somatic complaints decreas…”
BackgroundResultInfluentialThe mental health continuum: from languishing to flourishing in life.
Keyes, C. L. M. (2002) · Journal of Health and Social Behavior · doi:10.2307/3090197 · Cited by 5,133 · cited 1×
“Whilst the removal of negative factors is a critical pathway to creating wellbeing, the two-factor theory of wellbeing (Keyes, 2002) highlights that we also need programs that are designed to build the positive factors.”
BackgroundWhat is Emotional Intelligence?
(2015) · The Emotional Intelligence Of Jesus · doi:10.5040/9798881828059.ch-001 · Cited by 4,468
Jennings, P. A., & Greenberg, M. T. (2009) · Review of Educational Research · doi:10.3102/0034654308325693 · Cited by 3,686 · cited 1×
“When teachers and school staff have high levels of social and emotional wellbeing, this has a positive influence on the students (Jennings & Greenberg, 2009).”
Background(2005) · Medical Entomology and Zoology · Cited by 3,197
Sin, N. L., & Lyubomirsky, S. (2009) · Journal of Clinical Psychology · doi:10.1002/jclp.20593 · Cited by 2,955 · cited 1×
“Positive psychology interventions (PPIs) are characterised by Sin and Lyubomirsky (2009, p. 467) as programs, practices, treatment methods or activities ‘aimed at cultivating positive feelings, positive behaviours, or positive cognitions’.”
BackgroundAlterations in brain and immune function produced by mindfulness meditation
Davidson, R. J., Kabat-Zinn, J., Schumacher, J., Rosenkranz, M., Muller, D., Santorelli, S. F., Urbanowski, F., Harrington, A., Bonus, K., & Sheridan, J. F. (2003) · Psychosomatic Medicine · doi:10.1097/01.psy.0000077505.67574.e3 · Cited by 2,925 · cited 1×
“…of meditation has been shown to promote serenity, as well as increase compassion, reduce anxiety, improve physical health, facilitate self-kindness, heighten self-knowledge and promote self-regulated behaviour (Davidson et.al., 2003; Grossman, Niemann, Schmidt & Walach, 2004; Kabat Zin, 1994).”
BackgroundSelf-discipline outdoes IQ in predicting academic performance of adolescents.
Duckworth, A. L., & Seligman, M. E. P. (2005) · Psychological Science · doi:10.1111/j.1467-9280.2005.01641.x · Cited by 2,253
Cited by
What Schools Need to Know About Fostering School Belonging: a Meta-analysis
Allen, K., Kern, M. L., Vella-Brodrick, D., Hattie, J., & Waters, L. (2018) · Educational Psychology Review · doi:10.1007/s10648-016-9389-8 · Cited by 1,141
Self-citationA multidimensional approach to measuring well-being in students: Application of the PERMA framework
Kern, M. L., Waters, L. E., Adler, A., & White, M. A. (2015) · The Journal of Positive Psychology · doi:10.1080/17439760.2014.936962 · Cited by 743
Self-citationWaters, L., Barsky, A., Ridd, A., & Allen, K. (2015) · Educational Psychology Review · doi:10.1007/s10648-014-9258-2 · Cited by 255
Self-citationTejada-Gallardo, C., Blasco-Belled, A., Torrelles-Nadal, C., & Alsinet, C. (2020) · Journal of Youth and Adolescence · doi:10.1007/s10964-020-01289-9 · Cited by 195
Li, C., & Xu, J. (2019) · Frontiers in Psychology · doi:10.3389/fpsyg.2019.02453 · Cited by 156
Metadata
- Authors
- Waters, L.
- Venue
- The Australian Educational and Developmental Psychologist
- Publisher
- Informa UK Limited
- Published
- 2011-12-01
- Volume
- 28
- Issue
- 2
- Pages
- 75-90
- ISSN
- 0816-5122 (ISSN-L)
- 1839-2504
- OpenAlex
- W2146143314
- Cited by
- 503
- References
- 58
- FWCI
- 8.86
- Type
- journal article
- Language
- en
- Open access
- closed
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
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