Picollo (Positive Psychology in Classroom) Programme : Training for Increase Grit for Adolescent Community in Classroom Setting

Abstract

One of the most difficult challenges faced as teachers or educators is developing the potential of mental health at school especially in classroom. Educators and researchers tend to research curriculum-focused and pedagogical. Some factors such as non-cognitive like how students judge themselves, how students do not stop giving up, how students have good relationships with peers and how they feel about school are being ignored. This method is applied in the classroom based on the theory of Perma (Positive Emotions ,Engagement, Relationship, Meaningful, Accomplished) and grit that can make student strong motivation to achieve their respective goal. While positive emotions, engagement, relationship, meaningful, and accomplished function for the short-term success of students in interacting with themselves and the surrounding environment. This programme is applied to a freshman student learning group community around 17-18 years old. Experiment design used treatment by subject design which is choosen for this research. The resultof this research explained that there was a significant increase of grit in students that study group community.

Assessing Grit and Well-Being of Malaysian Esl Teachers

“…With the PERMA framework as our conceptual basis, PERMA emerged as a significant predictor of grit and well-being. The findings on PERMA here concur with past studies that reported a significant association between PERMA and grit (Masfufah & Sudirman, 2019;Wagner et al, 2019), and wellbeing (Butler & Kern, 2016;Kern et al, 2014;MacIntyre et al, 2019;Tansey et al, 2018).…”

“…With the PERMA framework as our conceptual basis, PERMA emerged as a significant predictor of grit and well-being. The findings on PERMA here concur with past studies that reported a significant association between PERMA and grit (Masfufah & Sudirman, 2019;Wagner et al, 2019), and well-being (Butler & Kern, 2016;Kern et al, 2014;MacIntyre et al, 2019;Tansey et al, 2018). From the results of the reliability analyses to the regression analyses, the five elements of PERMA displayed strong harmony in functioning as a multidimensional model of well-being (Butler & Kern, 2016).…”

“…Moreover, an increase in the wellbeing of L2 teachers via PERMA may benefit students indirectly, as the well-being of teachers and students are interconnected . Based on the results here, we can also comprehend why grit and PERMA have been perceived as substantial components in PP interventions (Masfufah & Sudirman, 2019;Perkins-Gough, 2013). Incorporating PERMA and grit in character development helps to nurture active listening, meaningful relationships, positive goal setting, and behavioural consequences (Perkins-Gough, 2013).…”

“…Based on this initiative, Duckworth may have hinted at the assimilation of grit and PERMA as a good well-being model. In addition, although it did not involve teachers, a student learning community experienced higher levels of grit after PERMA was incorporated in their PP training (Masfufah & Sudirman, 2019). In another study on character strengths and PERMA, the strength of persistence was significantly related to all the dimensions of PERMA (Wagner et al, 2019).…”

“…PERMA has generated promising results like improved quality of life, increased psychological health, and higher occupational success across different subpopulations (Butler & Kern, 2016). Nonetheless, existing literature on PERMA has predominantly focused on the well-being of students (Kern et al, 2015;Masfufah & Sudirman, 2019). Mercer et al (2016) asserted that the evolution of PP could meaningfully contribute to teacher wellbeing if research is centered on the PERMA model.…”