Positive education and the new prosperity: Exploring young people’s conceptions of prosperity and success

Trask-Kerr, Kylie; Chin, Tan‐Chyuan; Vella-Brodrick, Dianne

doi:10.1177/0004944119860600

Cited by 19 publications

(14 citation statements)

References 35 publications

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“…Moreover, unlike mental health literacy, wellbeing literacy shifts the focus to what is possible, rather than what is broken. Despite growing conceptual arguments for wellbeing literacy [ 18 , 28 , 29 , 30 , 31 ], few published research studies have directly examined this new construct, likely due to the lack of an available scale to reliably and validly measure it. Thus, little is known about its antecedents, consequences, or its relationship with wellbeing over and above existing constructs.…”

Section: Introductionmentioning

confidence: 99%

Wellbeing Literacy: Conceptualization, Measurement, and Preliminary Empirical Findings from Students, Parents and School Staff

Hou¹,

Chin²,

Slemp³

et al. 2021

IJERPH

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Aims: Wellbeing literacy is the intentional use of wellbeing relevant vocabulary, knowledge and language skills to maintain or improve the wellbeing of oneself, others and the world. In this study, we operationalize the human aspects of the concept of wellbeing literacy and empirically test its relationship with wellbeing and illbeing. We also assess its incremental variance in wellbeing and illbeing, after controlling for existing and well-established predictors of these constructs within education settings. Methods: We developed and empirically tested the Wellbeing literacy 6-item (Well-Lit 6) scale to assess the concept of wellbeing literacy in the education context. The scale was developed based on a working definition of wellbeing literacy, in combination with the Australian Curriculum, Assessment and Reporting Authority (ACARA)’s definition of literacy. The Well-Lit 6 was administered via a cross-sectional survey to three Australian samples that comprise different elements of Australian education systems: students (N = 1392), parents (N = 584) and school staff (N = 317). Results: Exploratory factor analysis (EFA) suggested the six items of the Well-Lit 6 form an independent construct, empirically distinguishable from other wellbeing-related constructs (e.g., general wellbeing, resilience, and emotion regulation). Convergent analyses showed wellbeing literacy was positively related to wellbeing and negatively related to illbeing. Incremental validity analyses showed wellbeing literacy predicted variance in wellbeing and illbeing after controlling for participant demographics, resilience, and emotion regulation, showing initial evidence of incremental validity. Conclusions: Our results provide preliminary evidence that wellbeing literacy is a distinct construct from wellbeing and illbeing, and it also demonstrates significant unique variance in these constructs over and above resilience and emotion regulation. The Well-Lit 6 is a useful provisional measure of wellbeing literacy, although we suggest a fruitful avenue for future research is to develop a more comprehensive scale of wellbeing literacy that denotes specific facets of communication, allowing a fuller exploration wellbeing literacy, its components, and their antecedents and consequences. We offer further recommendations for future research and discuss limitations with our approach.

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Section: Introductionmentioning

confidence: 99%

Wellbeing Literacy: Conceptualization, Measurement, and Preliminary Empirical Findings from Students, Parents and School Staff

Hou¹,

Chin²,

Slemp³

et al. 2021

IJERPH

Self Cite

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“…As such, with positive emotions, they can control the situation and ensure future survival. Positive emotions involve a pleasurable reaction to an act including joy, hope, satisfaction, excitement, and happiness (Foo, 2011;Kerr, Chin, & Brodrick, 2019). In fact, positive emotions would boost an individual's effectiveness in both career and life.…”

Section: Introductionmentioning

confidence: 99%

Entrepreneurship Education and Business Opportunity Exploitation: Positive Emotion as Mediator

Othman

Juhdi

2020

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Entrepreneurship education can facilitate students’ competency development and enhance their self-employment potential. Students’ involvement in entrepreneurship is influenced by their emotions, especially in the early stages of business start-ups. Without exploiting potential business opportunities, entrepreneurship will not occur. This study aims to determine positive emotion effects on the relationship between entrepreneurship education and business opportunity exploitation. The study’s sample comprise of 152 final year university students. A questionnaire-based survey was the main instrument employed and the hypotheses developed were tested using Partial Least Squares-Structural Equation Modeling. The findings show that the students’ action to exploit opportunities is significant, and is affected by the exposure to entrepreneurial learning and anticipated effect of positive emotion on entrepreneurship. This finding confirms that anticipated positive emotions are important throughout the entrepreneurial process and form a motivating factor to engage in entrepreneurial activities. Furthermore, the result shows that positive emotions partially mediate the relationship between entrepreneurship education and opportunity exploitation. This study is important for students to experience a paradigm shift towards entrepreneurship and to encourage them to select entrepreneurship as a career option. Future studies could explore the effect of anticipated negative emotions among tertiary education students, and potential entrepreneurs.

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“…Esto hace que se tienda a formular todo problema educativo en términos de deficiencias individuales y no de problemas contextuales o relacionales y, por tanto, que se tienda a responsabilizar al alumno de sus propias dificultades (ver también Ecclestone, 2012). Este efecto de responsabilización personal ha sido corroborado en estudios experimentales como el llevado a cabo por Trask-Kerr et al (2019), quienes mostraron que el 88,36 % de los estudiantes que habían pasado por un programa de EdPos interpretaron el éxito y la prosperidad en términos individuales en lugar de colectivos, en contraste con el 35,59 % de los estudiantes del grupo control, que eran mucho más propensos a invocar cuestiones económicas, políticas y de igualdad social.…”

Section: Sesgos Ideológicosunclassified

Felicidad y educación: déficits científicos y sesgos ideológicos de la “educación positiva”

Cabanas

González-Lamas

2021

Teor. educ.

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El interés generado por la “educación positiva” ha crecido de forma exponencial en las últimas dos décadas. Presentado como un nuevo movimiento científico llamado a sustituir enfoques tradicionales o remediales en materia de intervención educativa, el argumento principal del movimiento es que la felicidad y la enseñanza de habilidades positivas son factores fundamentales para prevenir problemas de salud mental, mejorar el aprendizaje o promover el rendimiento escolar. En paralelo a este crecimiento, las críticas dirigidas a la educación positiva han sido también crecientes y numerosas, destacando no sólo aquellas procedentes de terceros, sino las procedentes desde el propio movimiento. Todas estas críticas ponen en duda la solidez y la utilidad de la educación positiva. El objetivo de este trabajo es ofrecer una mirada panorámica e integradora de estas críticas con el fin de facilitar una mayor comprensión de los principales problemas y limitaciones del movimiento. Estos problemas se organizan en torno a dos bloques temáticos principales: científicos e ideológicos. Dentro de los déficits científicos, el trabajo destaca la ausencia de un marco teórico general y la falta de evidencia acumulada, las notables limitaciones conceptuales y metodológicas en torno a constructos principales y la moderada eficacia, así como la baja generalizabilidad de sus intervenciones clave. Dentro del bloque ideológico, se abordan los principales sesgos y asunciones que subyacen el movimiento, tales como el marcado carácter individualista, descontextualizado y universalista del mismo. Para terminar, el artículo concluye con una breve reflexión en torno a la educación positiva y sus implicaciones en el ámbito de la educación.

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Positive education and the new prosperity: Exploring young people’s conceptions of prosperity and success

Cited by 19 publications

References 35 publications

Wellbeing Literacy: Conceptualization, Measurement, and Preliminary Empirical Findings from Students, Parents and School Staff

Wellbeing Literacy: Conceptualization, Measurement, and Preliminary Empirical Findings from Students, Parents and School Staff

Entrepreneurship Education and Business Opportunity Exploitation: Positive Emotion as Mediator

Felicidad y educación: déficits científicos y sesgos ideológicos de la “educación positiva”

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