Editorial: Positive Educational Approaches to Teaching Effectiveness and Student Well-being: Contemporary Approaches and Guidelines

Cole, Matthew; Shankland, Rébecca; Nel, Mirna; Knoop, Hans Henrik; Chen, Sufen; Zyl, Llewellyn Ellardus van

doi:10.3389/fpsyg.2022.1015064

Cited by 3 publications

(1 citation statement)

References 14 publications

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“…Very few empirically validated instruments exist to measure TP within the higher educational environment (MacCann et al, 2009;Cole et al, 2022). Commonly used indicators of academic success like grade point average, academic throughput or test scores, although important, do not directly represent students' proficiency in carrying out fundamental study-related tasks or activities (York et al, 2015).…”

Section: Introductionmentioning

confidence: 99%

The academic task performance scale: psychometric properties, and measurement invariance across ages, genders and nations

van Zyl,

Klibert,

Shankland

et al. 2024

Front. Educ.

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Academic task performance (TP) refers to the proficiency with which students perform in academic tasks through making the right choices and completing core tasks central to their academic studies, on time and to specification. We adapted Koopmans et al.’s task performance scale (TPS) for use within tertiary education and investigated its psychometric properties, internal consistency and measurement invariance across age, gender and national groups in university students (n = 3,265). The results showed that a hierarchical ESEM model with one higher-order task performance factor consisting of time management and task efficiency fitted the data best. The TPS exhibited full measurement invariance across gender and age groups, implying that the latent mean scores can be used to determine differences. However, invariance could only partially be established for national cohorts, implying that cross-national comparisons may not be possible. These findings offer preliminary support for the TPS as a valid instrument for gauging students’ academic task performance.

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Section: Introductionmentioning

confidence: 99%

The academic task performance scale: psychometric properties, and measurement invariance across ages, genders and nations

van Zyl,

Klibert,

Shankland

et al. 2024

Front. Educ.

Self Cite

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The Reach and Impact of a Positive Youth Development Program (Project P.A.T.H.S.) in China and Beyond: Review and Reflection

Shek,

Dou

2024

Applied Research Quality Life

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There are few validated positive youth development (PYD) programs in different regions of China. Utilizing 15 PYD constructs extracted from effective programs in the United States and with the support of the Hong Kong Jockey Club Charities Trust, colleagues from five universities in Hong Kong developed the P.A.T.H.S. Program in Hong Kong. In the past two decades, the research team trained 9,415 potential program implementers, supported the implementation in 300 + high schools in Hong Kong (357,839 participants) and evaluated the impact of the project. Because of its overall success, the P.A.T.H.S. Program was transplanted to mainland China with the support of the Tin Ka Ping Foundation, with adaptation of the curriculum materials. Before, during, and after the COVID-19 pandemic, the research team also trained 1,589 teachers and related professionals, provided guidance on the implementation in 30 + schools (84,000 + participants), and evaluated the impact of the program. This paper reviews the achievements, effects, and impact of the P.A.T.H.S. Program in China and beyond. It also highlights several observations and reflections regarding the future development of positive youth development programs in China as well as around the globe.

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Exploring Positive Emotions and Teaching Effectiveness in Language Education: Insights From the PERMA Model

Leng,

Zhang

2024

Int J App Linguistics

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Positive emotions play a significant role in facilitating successful language learning by enhancing motivation, engagement, and overall academic achievements. Nonetheless, there remains a paucity of research exploring how language educators perceive and manifest positive emotions in the context of their teaching practices. This study endeavors to fill this gap by exploring the experiences, practices, and beliefs of language educators regarding positive emotions in effective teaching. Additionally, it seeks to elucidate the pedagogical strategies they associate with fostering conducive learning environments through the lens of Seligman's PERMA model. Employing thematic analysis of semi‐structured interviews with 60 Chinese language educators, the study uncovers key positive emotions integral to effective teaching, including passion, trust, joy, and empathy. Despite the prevalence of these positive emotions, teachers reported a diminished sense of meaning and accomplishment when instructing foreign languages in comparison to the engagement and relationship elements outlined in the PERMA model. The findings shed light on a spectrum of teaching strategies embraced by these educators that align with the components of the PERMA model. By illuminating the affective dimension of language teaching, this study not only provides valuable insights into understanding positive emotions, engagement, and relationships in language education but also offers practical implications for integrating PERMA elements into language teaching and learning practices.

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Editorial: Positive Educational Approaches to Teaching Effectiveness and Student Well-being: Contemporary Approaches and Guidelines

Cited by 3 publications

References 14 publications

The academic task performance scale: psychometric properties, and measurement invariance across ages, genders and nations

The academic task performance scale: psychometric properties, and measurement invariance across ages, genders and nations

The Reach and Impact of a Positive Youth Development Program (Project P.A.T.H.S.) in China and Beyond: Review and Reflection

Exploring Positive Emotions and Teaching Effectiveness in Language Education: Insights From the PERMA Model

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