Search for Articles:
Title / Keyword
Author / Affiliation / Email
Journal
Article Type
 
 
Advanced Search
 
Section
Special Issue
Volume
Issue
Number
Page
 
2.6
2.5
Journals
Behavioral Sciences
Special Issues
Positive Psychology Interventions in Schools
share announcement

Positive Psychology Interventions in Schools

A special issue of Behavioral Sciences (ISSN 2076-328X). This special issue belongs to the section "Educational Psychology".

Deadline for manuscript submissions: 30 September 2024 | Viewed by 5467

Special Issue Editors

Prof. Dr. Tao **n

E-Mail Website
Guest Editor
Collaborative Innovation Center of Assessment for Basic Education Quality, Bei**g Normal University, Bei**g 100091, China
Interests: psychological and educational measurement; child development; psychological assessment; educational evaluation; psychological statistics
Dr. Tour Liu

E-Mail Website
Guest Editor
Academy of Psychology and Behavior, Tian** Normal University, No. 393 Binshuixi Road, **qing District, Tian** 300387, China
Interests: psychological assessment; educational evaluation; quantitative psychology; multimodal data mining
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

Positive psychology has provided psychologists with a new perspective for analyzing and addressing issues from a positive angle. It is a branch of psychology that focuses on human well-being and positive qualities, permeating all aspects of learning, work, and life. Schools serve as the primary setting for children and adolescents, playing a crucial role in their development. Previous studies have shown that parents' personal traits and other family factors also directly or indirectly influence students' performance at school. Additionally, the mental health of teachers is also a noteworthy topic. Therefore, this Special Issue will take a positive psychology approach, directing its focus towards the school context. It will delve into discussions regarding the positive subjective experiences (such as flow, hope, well-being, and positive affect) of students, their parents, and teachers and their positive personal traits (such as resilience and interpersonal skills), as well as their mental health (such as depression and problematic behaviors).

The topics of interest for this Special Issue include, but are not limited to:

  • Factors influencing the positive subjective experiences of students, their parents, and teachers, as well as how these factors impact educational and psychological outcomes;
  • Factors influencing the positive personal traits of students, their parents; and teachers, as well as how these factors impact educational and psychological outcomes;
  • Factors influencing the mental health of students, their parents, and teachers, as well as how these factors impact educational and psychological outcomes;
  • Approaches to enhance positive subjective experiences and positive personal traits, and promote improvements in mental health;
  • The effectiveness of intervention strategies (such as mindfulness and acceptance and commitment therapy) based on a positive psychology perspective in the school context;
  • The development and revision of positive-psychology-related scales based on the school context;
  • The relationships between the positive subjective experiences, positive personal traits, and mental health of students, their parents, and teachers, as well as the mutual influences among these aspects.

Prof. Dr. Tao **n
Dr. Tour Liu
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at mdpi.longhoe.net by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Behavioral Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2200 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • positive subjective experiences
  • positive personal traits
  • mental health
  • intervention based on positive psychology
  • school context
  • students
  • teachers

Published Papers (4 papers)

Download All Papers
Order results
Result details
Show export options expand_more Show export options expand_less
Select all
Export citation of selected articles as:

Research

17 pages, 665 KiB  
Article
The Influence of State Authenticity on the Sense of Meaning in Life of Middle School Students: Evidence from a Daily Diary Investigation and an Authenticity Enhancement Experiment
by Shan Yan and Weihai Tang
Behav. Sci. 2024, 14(7), 550; https://doi.org/10.3390/bs14070550 - 28 Jun 2024
Viewed by 178
Abstract
Authenticity is a positive force for adolescent development. Taking middle school students as the main research objects, this paper examines the causal mechanism between state authenticity (SA) and sense of meaning in life through two studies: the diary method and authenticity level increase [...] Read more.
Authenticity is a positive force for adolescent development. Taking middle school students as the main research objects, this paper examines the causal mechanism between state authenticity (SA) and sense of meaning in life through two studies: the diary method and authenticity level increase experiment. In study 1, through the daily diary data tracking investigation of 130 middle school students in daily life situations, the basic psychological needs (BPNs) and satisfaction with life (SWL) play a chain mediating role between state authenticity and sense of daily meaning in life. State authenticity has a one-way prediction effect on sense of meaning in life. In study 2, 140 participants were randomly divided into two groups (experimental group and control group). Middle school students in the experimental group were activated to recall the authenticity experience events to enhance the level of personal authenticity, and it was found that the subjects reported a higher sense of meaning in life. This study reveals the causal mechanism between authenticity and sense of meaning of life, which has positive practical significance for exploring ways to enhance the sense of meaning of life of middle school students. Full article
(This article belongs to the Special Issue Positive Psychology Interventions in Schools)
14 pages, 791 KiB  
Article
Changes of Solitude Behaviors among College Students: A Latent Transition Analysis
by Tour Liu, Fuyu Wan and Xurong Lu
Behav. Sci. 2024, 14(5), 385; https://doi.org/10.3390/bs14050385 - 2 May 2024
Viewed by 948
Abstract
Solitude behaviors encompass four types: positive solitude, eccentricity, social avoidance, and loneliness. These four types of solitude behaviors are not entirely independent but can co-occur within individuals. Thus, the purpose of this study was to explore latent classes of solitude behaviors, their developmental [...] Read more.
Solitude behaviors encompass four types: positive solitude, eccentricity, social avoidance, and loneliness. These four types of solitude behaviors are not entirely independent but can co-occur within individuals. Thus, the purpose of this study was to explore latent classes of solitude behaviors, their developmental patterns, and relevant influencing factors among college students. The Solitude Behavior Scale—Short Version was administered to a sample of college students. A total of 417 Chinese students completed a three-time longitudinal paper questionnaire. The data analysis was performed using Mplus 8.0 and SPSS 26.0. Harman’s single-factor test, latent class analysis (LCA), and latent transition analysis (LTA) were employed for subsequent analysis. The results revealed three classes: low solitude, moderate solitude, and high solitude, which exhibited temporal changes. Social avoidance and loneliness could facilitate transitions between high solitude and moderate solitude. Females and first-grade students exhibited higher transition probabilities than males and students not in the first grade. The incidence of moderate solitude in the not-first-grade group was significantly higher than that in the first-grade group. Finally, this study offers new insights into the dynamics of solitude behaviors and their association with gender and age. Full article
(This article belongs to the Special Issue Positive Psychology Interventions in Schools)
►▼ Show Figures

Figure 1

15 pages, 1311 KiB  
Article
Reciprocal Associations among Social–Emotional Competence, Interpersonal Relationships and Academic Achievements in Primary School
by Jiaqi Yang, Yuze Deng and Yehui Wang
Behav. Sci. 2023, 13(11), 922; https://doi.org/10.3390/bs13110922 - 12 Nov 2023
Cited by 2 | Viewed by 1775
Abstract
The study aimed to examine the reciprocal associations among social–emotional competence (SEC), interpersonal relationships (including teacher–student relationships and peer relationships) and academic achievements in reading, mathematics and science of primary school students. The Chinese versions of the Delaware Social and Emotional Competency Scale, [...] Read more.
The study aimed to examine the reciprocal associations among social–emotional competence (SEC), interpersonal relationships (including teacher–student relationships and peer relationships) and academic achievements in reading, mathematics and science of primary school students. The Chinese versions of the Delaware Social and Emotional Competency Scale, Teacher–student Relationship Scale, Peer-nomination method and Academic Achievement Tests were used to measure students’ SEC, teacher–student relationships, peer relationships (including social preference (SP) and social impact (SI)) and academic achievements, respectively. In total, 3995 fourth-grade students participated in the first survey, and 2789 of them were tracked in the follow-up survey two years later. Structural equation modelling was employed to investigate the cross-lagged relationships among the variables across time. The results showed the reciprocal associations between SEC with academic achievements and teacher–student relationships, as well as between academic achievements with SP and teacher–student relationships. Moreover, variations in these reciprocal associations were observed across the subjects of reading, mathematics and science. In summary, this study offers new insights for enhancing students’ SEC, interpersonal relationships and academic achievements, and implications for future subject-specific education can be derived by considering the complex interplay in the subjects of reading, mathematics and science. Full article
(This article belongs to the Special Issue Positive Psychology Interventions in Schools)
►▼ Show Figures

Figure 1

12 pages, 607 KiB  
Article
Relationship between Anxiety and Problematic Smartphone Use in First-Year Junior High School Students: Moderated Mediation Effects of Physical Activity and School Adjustment
by Mei Cao, Haibo Yang and Duanduan Chen
Behav. Sci. 2023, 13(11), 901; https://doi.org/10.3390/bs13110901 - 1 Nov 2023
Viewed by 1528
Abstract
Background and aims: Despite previous research identifying anxiety as a risk factor for problematic smartphone use among students, the mediating and moderating mechanisms underlying the relationship between the two aforementioned variables are poorly understood. This study aims to explore the relationship between anxiety [...] Read more.
Background and aims: Despite previous research identifying anxiety as a risk factor for problematic smartphone use among students, the mediating and moderating mechanisms underlying the relationship between the two aforementioned variables are poorly understood. This study aims to explore the relationship between anxiety and problematic smartphone use among first-year junior high school students, together with the mediating effects of school adjustment and the moderating effects of physical activity on the mentioned relationship. Method: This study was conducted using a Web-based self-report questionnaire survey with data collected from 445 first-year junior high school students in **an City, Shandong Province. Mediation and moderation analyses were performed using the PROCESS macro in SPSS. Results: The results showed that anxiety predicted problematic smartphone use not only directly but also indirectly via school adjustment. School adjustment played a partial mediating role in the relationship between anxiety and problematic smartphone use. Physical activity also played a moderating role in the relationship between anxiety and school adjustment. Conclusion: school adjustment and physical activity may be important variables in the relationship between anxiety and problematic smartphone use. Full article
(This article belongs to the Special Issue Positive Psychology Interventions in Schools)
►▼ Show Figures

Figure 1

Show export options expand_more Show export options expand_less
Select all
Export citation of selected articles as:
 
Displaying articles 1-4
Back to TopTop