Building a Positive Institution

White, Mathew A.; Murray, A. Simon

doi:10.1007/978-94-017-9667-5_1

Cited by 18 publications

(19 citation statements)

References 40 publications

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“…A similar process is taking place within the L2 learning domain as new ideas from positive psychology are combined with previous concepts to create a vibrant subfield with deep roots and a bright future ( MacIntyre and Mercer, 2014 ; MacIntyre et al, 2019 ). Interest in applying positive psychology to education is a more recent development ( White and Murray, 2015 ). A few researchers have applied positive psychology to the field of L2 learning in a variety of contexts and a range of identity or self-levels from general trait-like to the specific state-like (e.g., Lake, 2013 , 2016 ; MacIntyre and Mercer, 2014 ; Gabryś-Barker and Gałajda, 2016 ; MacIntyre et al, 2016 ; Mercer et al, 2018 ).…”

Section: Introductionmentioning

confidence: 99%

Self-Views and Positive Psychology Constructs Among Second Language Learners in Japan, Taiwan, and the United States

2020

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The present study is the first to empirically test a hierarchical, positive-oriented model of the self and its relationship to second language (L2) achievement motivation, and compare it in three different cultural contexts of Japan, the United States, and Taiwan. Based on the L2 self-model (Lake, 2016), three levels of constructs were developed: Global Self (i.e., Flourishing, Curiosity, and Hope); Positive L2 domain self (i.e., interested-in-L2 self, harmonious passion for L2 learning, and mastery L2 goal orientation); and L2 Motivational Variables (i.e., reading, speaking and listening selfefficacy). A total of 667 students participated in this study, including 181 first-year college students in Japan, 159 high school students in Taiwan, and 327 community college students in the United States. All the participants were learning L2 in school. Results showed that the measures of positive global self, L2 domain self, and L2 motivational self all had a stronger relationship within their respective levels, and progressively weaker relationships as level of generality/specificity became more distal. Furthermore, the relationships among measures varied in the differing cultural contexts with the Japanbased student participants relatively lower on all measures. Implications for teacher educators in the L2 context have been discussed.

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Section: Introductionmentioning

confidence: 99%

Self-Views and Positive Psychology Constructs Among Second Language Learners in Japan, Taiwan, and the United States

2020

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“…Уз све уважавање позитивних ефеката позитивног образовања, превладава уверење да позитивно образовање још увек не може да се нормира и уђе у обра-зовне прописе (White & Murray, 2015). Препреке које морају бити решене пре тога односе се на уверења наставника, просветних власти и шире заједнице о томе да је: потребно пуно новца за обуку особља о позитивном образовању; добробит је много мање важна од стицања базичних писмености; посвећивање добробити је супротно раду на битнијим образовним циљевима, као што је базична писменост; позитивно образовање не може да пружи специфична упутства која су потребна наставницима за рад са великим бројем различитих ученика; то је сувише теоријски и недовољно практичан приступ; принципи позитивног образовања нису најважнији за добро вођење образовног процеса; оно не може да реши све проблеме у школи; то је изго-вор за просветне власти да се не баве битним питањима, као што је ниско постигнуће у кључним компетенцијама.…”

Section: позитивно образовање и позитивна школаunclassified

The school psychologist's role in implementing the principles of positive psychology in the development of the school

Maksic¹,

Djurisic-Bojanovic²

2017

Nastava i vaspitanje

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“…Building upon the work of Little (2014), we then propose Personal Projects Analysis (PPA) as a complementary framework and intervention tool to support youth wellbeing in a person-centred, social ecological manner. PPA is informed by a comprehensive, evidence-informed framework, which is critical to the success of any intervention programme (Weissberg et al, 2015; White and Murray, 2015).…”

Section: Introductionmentioning

confidence: 99%

Promoting wellbeing through positive education: A critical review and proposed social ecological approach

Coulombe

Hardy²,

Goldfarb

2020

Theory and Research in Education

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Youth wellbeing is a pressing international problem, and it is a key concern of educational institutions, considering the substantial amount of time that youth spend in school. Educators require empirically validated and theoretically sound methods to support students’ wellbeing. This article critically examines the literature on youth wellbeing and interventions in positive education and proposes an innovative, social ecological approach to promoting wellbeing in education. Personal Projects Analysis is a complementary approach addressing several gaps identified in existing interventions (e.g. lack of consideration of ecological and cultural contexts, need for a person-centred approach to support unique goals of diverse students). Implications and applications are discussed to demonstrate how school leadership and educators can apply Personal Projects Analysis to promote the wellbeing of all students.

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Building a Positive Institution

Cited by 18 publications

References 40 publications

Self-Views and Positive Psychology Constructs Among Second Language Learners in Japan, Taiwan, and the United States

Self-Views and Positive Psychology Constructs Among Second Language Learners in Japan, Taiwan, and the United States

The school psychologist's role in implementing the principles of positive psychology in the development of the school

Promoting wellbeing through positive education: A critical review and proposed social ecological approach

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