Editorial: Positive Psychology Studies in Education

Samavi, S. Abdolvahab

doi:10.3389/fpsyg.2022.845199

Cited by 5 publications

(1 citation statement)

References 20 publications

(20 reference statements)

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“…Some teachers are ill-prepared for online environmental education during the COVID-19 pandemic, and there have been numerous online complaints about teachers becoming anchors, teachers being unfamiliar with environmental educational software, and teachers being slow to respond. To a large extent, this reflects that the society is still unfamiliar with online environmental education, teachers' environmental educational information technology literacy needs to be improved, and students' online learning preparation is insufficient [ 18 ]. According to the survey, 7.73 percent of primary and secondary school teachers believe that online environmental education does not need to prepare lessons in advance.…”

Section: Results Analysis and Discussionmentioning

confidence: 99%

Analysis on the Policy Environment Influencing Factors of Chinese Environmental Education Development and the Reform Trend in Combination with Environmental Education History

Chen

2022

Journal of Environmental and Public Health

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At the turn of the century, facing the challenge of information and technology, environmental education, and talent competition, the world's major environmentally, educationally developed countries have entered the wave of environmental education reform. This was promulgated in 1999, and our country also successively promulgated through “the central committee of the communist party of China under the State Council on deepening environmenta education reform and comprehensively promote quality environmental education decision” in 2001 the “basic teaching environmental education course reform outline (try out),” launched to “deepen the environmental education reform and comprehensively promote quality environmental education” for the purpose of the foundation environmental education course and teaching reform. The curriculum reform is characterized by government leadership, expert guidance, and teacher participation. Its specific approach is top-down, overall promotion, concept guidance, experimental exploration, and gradual expansion, which has achieved a lot of theoretical and practical achievements. However, the practice of more than ten years has proved that the goal of the curriculum reform of basic environmental education has not been safely realized, the classroom has not undergone fundamental changes, and the advanced curriculum concept and curriculum system have not been transformed into advanced classroom teaching practice. This paper mainly discusses the influencing factors of the policy environment of environmental education development in China and analyzes the trend of reform in combination with the history of environmental education. On the one hand, the research of this paper can enrich the research theory of pedagogy; on the other hand, it can provide reference for the practical environmental education reform and have rich significance in theory and practice.

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Section: Results Analysis and Discussionmentioning

confidence: 99%

Analysis on the Policy Environment Influencing Factors of Chinese Environmental Education Development and the Reform Trend in Combination with Environmental Education History

Chen

2022

Journal of Environmental and Public Health

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Positive affect and self‐care mediate the relationship between trait emotional intelligence and academic engagement in Lebanese undergraduates: Lessons learned from an online setting

Sanchez‐Ruiz,

Khalaf,

Tadros

et al. 2024

Int J Psychol

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This study examined the impact of positive psychology variables, namely trait emotional intelligence (EI), positive affect and self‐care, on academic engagement (AE) in an online learning environment during COVID‐19. The study involved 717 undergraduates in Lebanon and utilised structural equation modelling for data analysis. The results demonstrated that positive affect and self‐care mediated the relationship between trait EI and AE. In women, both self‐care and positive affect were mediators, whereas in men, positive affect was the only mediator. For students who received a mix of synchronous and asynchronous lessons, both self‐care and positive affect mediated the relationship between trait EI and AE. However, for those who received only synchronous lessons, positive affect was the sole mediator. Furthermore, AE significantly predicted academic performance (AP) in both models. These findings suggest the importance of interventions that enhance trait EI, positive emotions and self‐care to improve AE and ultimately AP in online learning.

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Evaluation of Locus-of-Hope Scale Psychometric Properties in Iranian Students

Kelantari

Haddadi²

2022

Iranian Evolutionary and Educational Psychology

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Editorial: Positive Psychology Studies in Education

Cited by 5 publications

References 20 publications

Analysis on the Policy Environment Influencing Factors of Chinese Environmental Education Development and the Reform Trend in Combination with Environmental Education History

Analysis on the Policy Environment Influencing Factors of Chinese Environmental Education Development and the Reform Trend in Combination with Environmental Education History

Positive affect and self‐care mediate the relationship between trait emotional intelligence and academic engagement in Lebanese undergraduates: Lessons learned from an online setting

Evaluation of Locus-of-Hope Scale Psychometric Properties in Iranian Students

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