Flourish: The Impact of an Intergenerational Program on Third-grade Students’ Social and Emotional Wellbeing with Application to the PERMA Framework

Gray, Angela; Beamish, Peter; Morey, Peter

doi:10.55254/1835-1492.1453

Cited by 5 publications

(3 citation statements)

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“…Hainbat ikerketak ikasleek BA esperientzia batean parte hartzean lortzen dituzten onurak identifikatu dituzte. Alde batetik, ikasleek trebetasun prosozialak eskuratu ditzakete (Gray et al, 2020). Bestalde, eskola-konpromisoa eta autoestimua ere handitu daitezke (Au et al, 2015).…”

Section: Belaunaldi Arteko Espazio Partekatuak Unibertsitatearen Test...unclassified

Belaunaldi arteko harremanak: unibertsitateko curriculuma aberasteko bide

Munitis

Berasategi

Gorospe

et al. 2023

Tantak

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Medikuntzaren arloan egindako aurrerapenak direla eta, pertsonen bizitza-luzera handitzen ari da. Errealitate berri horrek gizarte- eta belaunaldi-aldaketak dakartza berekin, eta horrenbestez, belaunaldien arteko distantzia. Gogoeta horiek kontuan hartuta, belaunaldien arteko harremanek zeregin garrantzitsua dute gizarte-kohesio handiagoa sustatzeko orduan, belaunaldien artean espazio partekatuak sortuz, belaunaldien arteko urruntasuna murrizteko. Belaunaldien arteko harremanak erraztuko duten espazio berrien sorkuntzak unibertsitateko ikasleengan izan ditzaketen eraginetan arakatzeko asmoz, ikerketa honen helburu nagusia Bilboko Hezkuntza Fakultatean Hartu Emanak erakundearekin batera 2019/2020 ikasturtean antolatutako belaunaldi arteko topaketetan parte hartu duten ikasleen ahotsak jasotzea da. Helburu hau lortzeko metodologia kualitatiboa erabili da, aztergaiaren ulermen holistikoa eta soziala ahalbidetu duena. Era berean, ikuspegi gogoetatsua garatu da hausnarketa introspektiboen bidez parte-hartzaileen ahotsak bilduz (n= 17). Emaitzen arabera, unibertsitate testuinguruan gauzatzen diren belaunaldi arteko esperientziek ikasleengan eragin positiboa dute, ikasketa prozesua eta curriculuma aberasten baitute eta gizarte kohesioa ahalbidetuz.

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Section: Belaunaldi Arteko Espazio Partekatuak Unibertsitatearen Test...unclassified

Belaunaldi arteko harremanak: unibertsitateko curriculuma aberasteko bide

Munitis

Berasategi

Gorospe

et al. 2023

Tantak

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“…On the one hand, the PERMA model has been widely used in education with a study population spanning different age groups ( Oades et al, 2011 ; Buchanan et al, 2022 ). On the other hand, it has been practiced in different countries and regions around the world, such as Australia, Indonesia, China, Turkey, and so on ( Ayse, 2018 ; Hidayat, 2018 ; Gray et al, 2020 ; Cheng and Chen, 2021 ). In particular, it has been used as overarching positive education framework by some notable positive education schools, such as St Peter’s College, Adelaide ( White and Murray, 2015 ), and Geelong Grammar School ( Norrish, 2015 ).…”

Section: Theoretical Model and Practice Of Positive Educationmentioning

confidence: 99%

The development of positive education combined with online learning: Based on theories and practices

Lou

2022

Front. Psychol.

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In recent years, increasing attention has been paid to the all-around development and mental health of students in education. Positive education, a rapidly developing ramification of positive psychology, has proved beneficial to students’ learning and wellbeing. Meanwhile, online learning has quickly gained popularity due to the impact of COVID-19. However, there have been few reports discussing the relationship between positive education and online learning by combining theories and practices. To explore the connection between positive education and online learning, we provide a literature review for studies, mostly between 2010 and 2022, of theories and practices for both positive education and online learning. Next, we establish one-to-one links between the relevant theories and practices of online learning to each domain in the PERMA model of positive education, a theoretical framework including Positive emotion(P), Engagement(E), Relationship(R), Meaning(M), and Accomplishment(A). We aim to explore how to promote the development of positive education by applying the theoretical and practical advantages of online learning to the PERMA framework of positive education. This study aims to enrich the research perspectives of positive education and provide a reference for future research.

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“…Diferentes investigaciones han podido identificar diversos beneficios que obtiene el alumnado al participar en una EI. Por un lado, el alumnado puede adquirir destrezas prosociales (Gray et al, 2020). Por otro lado, puede también aumentar el compromiso escolar y la autoestima (Au et al, 2015).…”

Section: Introductionunclassified

Combatiendo la brecha generacional: revisión sistemática de las experiencias intergeneracionales llevadas a cabo en el entorno escolar

Munitis

Sancho²,

Gorospe³

2022

Rev. invest. educ.

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In a society undergoing constant change, the school environment becomes an unbeatable context for combating the generation gap and promoting intergenerational experiences (IE). For this reason, this article aims to analyze IE in the context of formal education to clarify the parameters for action, common characteristics, and benefits. To this end, a systematic review has been carried out from 2010 to 2018 in the Web of Science, Scopus, Education Database (Proquest), and ERIC databases. The search concluded with a total of 515 screened records of which 58 met the inclusion criteria. Also, six specialized websites were analyzed as informal sources. Greater interest has been shown in the problem of the aging population and the promotion of IE in the school environment. The analysis provides evidence of the impact that this type of experience has on the participants (students, older people), the school environment, and the community. Therefore, IE is presented as sustainable alternatives that help to generate more cohesive and inclusive societies. En una sociedad sumida en un incesante cambio el entorno escolar se convierte en un contexto inmejorable para combatir la brecha generacional y fomentar las experiencias intergeneracionales (EI). Por este motivo, el objetivo del presente artículo es analizar las EI contextualizadas dentro de la educación formal con el el fin de clarificar parámetros de actuación y características comunes. Para ello se ha realizado una revisión sistemática desde el año 2010 al 2018 en las bases de datos de Web of Science, Scopus, Education Database (Proquest) y ERIC. La búsqueda concluyó con un total de 515 registros cribados de los cuales 58 cumplían los criterios de inclusión. Asimismo, como fuentes informales se analizaron seis páginas web especializadas. Se ha podido observar mayor interés respecto a la problemática del envejecimiento poblacional y el fomento de las EI en el entorno escolar. El análisis aporta evidencias del impacto que este tipo de experiencias tiene para las personas participantes (alumnado, personas mayores), el entorno escolar y la comunidad en general. Por lo tanto, las EI se presentan como alternativas sostenibles que ayudan a generar sociedades más cohesionadas e inclusivas.

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Flourish: The Impact of an Intergenerational Program on Third-grade Students’ Social and Emotional Wellbeing with Application to the PERMA Framework

Cited by 5 publications

References 0 publications

Belaunaldi arteko harremanak: unibertsitateko curriculuma aberasteko bide

Belaunaldi arteko harremanak: unibertsitateko curriculuma aberasteko bide

The development of positive education combined with online learning: Based on theories and practices

Combatiendo la brecha generacional: revisión sistemática de las experiencias intergeneracionales llevadas a cabo en el entorno escolar

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