A Review of School-Based Positive Psychology Interventions

Waters, Lea

doi:10.1375/aedp.28.2.75

Cited by 346 publications

(282 citation statements)

References 51 publications

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“…Enjoyment, for example, has been shown to influence subsequent interest, effort, and mastery-approach goals (Ainly & Ainly, 2011;Dettmers et al, 2011;Putwain, Larkin, & Sander, 2013;Senko & Harackiewicz, 2005). Interventions derived from positive psychology and implemented in instructional contexts have shown how seemingly simple exercises, such as asking students to identify and reflect on their strengths can have powerful results on achievement-related beliefs, motivation, and performance (Green, Oades, & Robinson, 2011;Sin & Lyubomirsky, 2009;Waters, 2011).…”

Section: Is the Appraisal Of Fear Appeals Related To Subsequent Attaimentioning

confidence: 99%

Experiencing fear appeals as a challenge or a threat influences attainment value and academic self-efficacy

Putwain

Remedios

Symes

2015

Learning and Instruction

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Putwain, DW, Remedios, R and Symes, WExperiencing fear appeals as a challenge or a threat influences attainment value and academic self-efficacy http://researchonline.ljmu.ac.uk/3500/ Article LJMU has developed LJMU Research Online for users to access the research output of the University more effectively. Copyright © and Moral Rights for the papers on this site are retained by the individual authors and/or other copyright owners. Users may download and/or print one copy of any article(s) in LJMU Research Online to facilitate their private study or for non-commercial research. You may not engage in further distribution of the material or use it for any profit-making activities or any commercial gain.The version presented here may differ from the published version or from the version of the record. Please see the repository URL above for details on accessing the published version and note that access may require a subscription. LJMU Research Online Running head: FEAR APPEALS, VALUE AND ACADEMIC SELF-EFFICACYThe appraisal of fear appeals as a challenge or a threat influences a subsequent decline or increase in attainment value and academic self-efficacy FEAR APPEALS, VALUE AND ACADEMIC SELF-EFFICACY 1 AbstractFear appeals are persuasive messages that highlight the negative consequences of a particular course of action. Studies have shown that attainment value and academic self-efficacy predict how fear appeals are appraised. In this study we examined how the appraisal of fear appeals might also influence subsequent attainment value and academic self-efficacy. Self-report data were collected from 1433 students in their final two years of secondary education over three waves. Findings revealed that when students saw fear appeals as a challenge attainment value and academic self-efficacy were higher. When students saw fear appeals as a threat, attainment value and academic self-efficacy were lower. These results highlight the functional importance of how fear appeals are appraised. Challenge and threat appraisals were not mere by products of attainment value or academic self-efficacy but impacted on attainment value and academic self-efficacy; variables that are likely to make a critical impact on educational progress and attainment. We conclude that initial teacher education and teacher professional development programs would benefit from enhanced interpersonal and relational-skills training to enable teachers to judge more effectively how fear appeals are appraised.Keywords: fear appeals, attainment value, academic self-efficacy, high-stakes testing FEAR APPEALS, VALUE AND ACADEMIC SELF-EFFICACY 2The appraisal of fear appeals as a challenge or a threat influences a subsequent decline or increase in attainment value and academic self-efficacy IntroductionThis study examines how academic self-efficacy and attainment value relate to the appraisal of fear appeals used by secondary school teachers prior to a high-stakes examination. Fear appeals are used by teachers as a motivational strategy; a 'scare tactic' to attem...

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Section: Is the Appraisal Of Fear Appeals Related To Subsequent Attaimentioning

confidence: 99%

Experiencing fear appeals as a challenge or a threat influences attainment value and academic self-efficacy

Putwain

Remedios

Symes

2015

Learning and Instruction

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“…Educational and care provisions ought to nurture opportunities not exclusively for educational progress and learning or safety and welfare, but aiming to include the promotion of individual characters, resilience in the face of adversities and general wellbeing (Kern, Waters, Adler, & White, 2015). A systematic review of 12 school-based positive psychology programs have provided evidence that these type of approaches improve and/or have a significant impact on students wellbeing, relationships and academic performance (Waters, 2011). Wellbeing cannot be exclusively conceptualized by a single domain as much it cannot be thought as the sole absence of negative psychological states (Seligman & Csikszentmihalyi, 2000).…”

mentioning

confidence: 99%

The role of wellbeing and wellness: A positive psychological model in supporting young people with ASCs

Roncaglia¹

2017

Psychol. Thought

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In the last 10 years sport psychology expanded its applicability in a variety of fields which have helped to address some of the challenges related to high level performance and sport competition. When we talk about performance in its wider sense, sport psychology is able to help develop a better understanding on how strategies can be adopted in improving general human performance levels. This includes increasing the knowledge of key concepts such as motivation, self-confidence and resilience. Furthermore performance in its wider sense helps in the understanding of the impact of stress and arousal and how these can affect both positively and negatively performance levels including appreciating individual differences as well as dynamics between groups of individuals. In this paper performance rather than solely be related to the field of competitive or professional sport has been discussed in people with ASCs and aims to explore how by adopting a positive psychological model in the formulation of individual assessments and subsequent interventions have led to improvement in individual skills, participation, engagement and ultimately quality of life. Positive psychological principles, such as the role of wellbeing and wellness, the PERMA Model has increased our understanding of human potentials, performance and wellbeing. The aim of this paper is to present and reflect on the applicability and benefits of adopting sport psychology models, the PERMA model and positive psychological principles in special education and care settings with the presentation and discussion of their theoretical and some practical implementation in two case studies.

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“…) There are also interventions, such as the Penn Resiliency Programme (PRP) (Seligman, Ernst, Gillham, Reivich, & Linkins, 2009) and "You Can Do It!" (YCDI) (Bernard & Walton, 2011), that have been designed to foster students' academic performance and well-being by following a positive psychological perspective to strength-based teaching (Waters, 2011). These programs teach cognitive reframing, assertiveness, and creative brainstorming and give lessons in resilience, persistence and getting along.…”

Section: Discussionmentioning

confidence: 99%

“…Indeed, based on the study at hand, it would be interesting to analyze how the core elements of teaching that supports students' strengths and study success are manifested in students' mutual relationships and interaction, or how they are paid attention to in school administration and collaboration with partners. Namely, fostering the development of the whole student needs to involve the school, family, and community as well and therefore, it is crucial that the strength-based principles are followed across the different levels (O'Connel, 2006; see also Waters, 2011). The conclusion is that students' strengths and study success should not be viewed separate from the context.…”

Section: Discussionmentioning

confidence: 99%

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Finnish High-Achieving Students’ Perceptions of the Best Practices in Teaching

Salmela¹,

Uusiautti

Määttä

2015

IJE

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According to latest international student comparisons, Finnish students do relatively well at school. But how to maintain this level or even do better? This study focused on Finnish high-achieving students from the general upper secondary education. The purpose was to find out how these special students described their best teachers and teaching and, according to their narratives, what kind of teaching supported their strengths and study success the best. The study was based on the positive psychological theorization of good teaching in which teaching is understood as interaction that supports students' strengths. A narrative study approach was chosen and the sets of data included the Finnish straight-A graduates' (N=14) written and spoken narratives. The data were analyzed with narrative analyzing methods. The results introduced five core elements of teaching that support students' strengths and study success: (1) trust, (2) enthusiasm and zeal, (3) appreciation of achievements, (4) student-centeredness, and (5) dialogue. Based on the findings, opportunities to apply strength-based teaching are discussed.

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A Review of School-Based Positive Psychology Interventions

Cited by 346 publications

References 51 publications

Experiencing fear appeals as a challenge or a threat influences attainment value and academic self-efficacy

Experiencing fear appeals as a challenge or a threat influences attainment value and academic self-efficacy

The role of wellbeing and wellness: A positive psychological model in supporting young people with ASCs

Finnish High-Achieving Students’ Perceptions of the Best Practices in Teaching

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