Impact of the Happy Classrooms Programme on Psychological Well-being, School Aggression, and Classroom Climate

Lombas, Andrés S.; Arguís-Rey, Ricardo; Hernández-Paniello, Silvia; Jiménez, Teresa; Martín‐Albo, José

doi:10.1007/s12671-019-01132-8

Cited by 45 publications

(75 citation statements)

References 95 publications

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“…But there was also a positive, albeit smaller, effect on aggressiveness, which the program addressed indirectly via tasks to improve attention, self-control, and awareness and the management of emotions. Previous studies have indicated the positive effect of this kind of intervention on the improvement of emotional skills [18,19], increased prosocial behavior [8], and reductions in disruptive behavior [9] and school aggression [20].…”

Section: Discussionmentioning

confidence: 95%

The Effect of a Mindfulness-Based Intervention on Attention, Self-Control, and Aggressiveness in Primary School Pupils

Suárez-García

Álvarez-García

García‐Redondo

et al. 2020

IJERPH

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The objective of this study was to examine the effect of Mindkeys Training, a mindfulness-based educational intervention, on attention, self-control, and aggressiveness in third-year primary school pupils. In order to achieve this aim, a switching replications design was used. Two groups of third year primary students (nGE1 = 40; nGE2 = 33), aged between 7 and 10 years old (M = 8.08; DT = 0.49), had the intervention at different time points, such that while one served as the experimental group, the other served as the control group. Longitudinal differences were examined in both groups, and cross-sectional differences were examined between the two groups at three time points; at the start of the study, and following the intervention with each group. To that end, measurements of problems of attention, deficits of self-control, and aggressiveness for students were obtained via a teacher rating scale. The intervention program demonstrated a positive effect on the reduction of pupils’ attention problems, deficits of self-control, and aggressiveness. The effects were greater on the cognitive variables that the intervention worked on directly (attention and self-control). Attention was the variable on which the intervention exhibited the longest term effects.

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Section: Discussionmentioning

confidence: 95%

The Effect of a Mindfulness-Based Intervention on Attention, Self-Control, and Aggressiveness in Primary School Pupils

Suárez-García

Álvarez-García

García‐Redondo

et al. 2020

IJERPH

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“…Such environments include effective behavior management approaches as well as practices that encourage creativity, student choice and autonomy, and student reflection. Lombas et al (2019), evaluated the efficacy of one program which intentionally sought to enhance personal and social development of students and to promote happiness in students, teachers, and families. Lombas et al (2019) found programs such as The Happy Classrooms Program may promote psychological well-being, positive classroom climate, and reduce school aggression in students.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Lombas et al (2019), evaluated the efficacy of one program which intentionally sought to enhance personal and social development of students and to promote happiness in students, teachers, and families. Lombas et al (2019) found programs such as The Happy Classrooms Program may promote psychological well-being, positive classroom climate, and reduce school aggression in students. Teachers' own social emotional learning competencies share the nature of their relationships with students (Jennings & Greenberg, 2009).…”

Section: Literature Reviewmentioning

confidence: 99%

Adult Social & Emotional Learning: Establishing Campus Cultures of Well-Being

Silver¹

2020

JESP

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Safe and comfortable classroom environment and positive teacher-student relationships encourage academic learning and social emotional learning (SEL). In addition, after incorporating SEL into classrooms and schools, teachers' social-emotional abilities and health status significantly affect learning conditions. Research has been consistent in showcasing the benefits to students, teachers, and schools in which SEL is prioritized. Specific practices facilitated by the teacher in the classroom provide smoother transitions and secure, predictable classrooms. These practices can jointly lay a solid foundation of safety, consistency and joy in classrooms.

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“…The exhilarant teachers usually try to create a happy ambiance for their colleagues and students because they believe that the happy ambiance will further the self-confidence and efficiency of themselves and others. At this time, schools are at their most efficient level (10,11).…”

Section: Introductionmentioning

confidence: 99%

Evaluation of the Factors Affecting the Elementary Teachers’ Exhilaration

Ghaffari

Maleki

Sadeghi

et al. 2020

ABCMed

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The aim of this study was to investigate factors affecting exhilaration and their association with happiness of school elementary teachers in Shahrekord, Iran. The study population consisted of all elementary school teachers in Shahre-kord, Iran. 203 elementary teachers were surveyed through random sampling and using Morgan’s table. The data were collected by means of the self-made questionnaire covering factors affecting the exhilaration and Oxford Happiness Questionnaire. Result of this study indicated that the best predictors of exhilaration are economic factors, gathering, office hours, evaluation, and active teaching methodology. Based on beta coefficient, with 1% increase in teachers’ gathering, exhilaration increased by 0.308, office hours by 0.335, evaluation by 0.201, active teaching methodology by 0.202, and economic factors by 0.174. We found that the Ministry of Education should pay special attention to the mentioned items in order to increase the students’ self-confidence, efficiency, social and individual skills, and quality of life.

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Impact of the Happy Classrooms Programme on Psychological Well-being, School Aggression, and Classroom Climate

Cited by 45 publications

References 95 publications

The Effect of a Mindfulness-Based Intervention on Attention, Self-Control, and Aggressiveness in Primary School Pupils

The Effect of a Mindfulness-Based Intervention on Attention, Self-Control, and Aggressiveness in Primary School Pupils

Adult Social & Emotional Learning: Establishing Campus Cultures of Well-Being

Evaluation of the Factors Affecting the Elementary Teachers’ Exhilaration

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