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Shengyao Y, Xuefen L, Jenatabadi HS, Samsudin N, Chunchun K, Ishak Z. Emotional intelligence impact on academic achievement and psychological well-being among university students: the mediating role of positive psychological characteristics. BMC Psychol 2024; 12:389. [PMID: 38997786 PMCID: PMC11245800 DOI: 10.1186/s40359-024-01886-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/12/2024] [Accepted: 07/05/2024] [Indexed: 07/14/2024] Open
Abstract
The main objective of this study is to examine the relationship of emotional intelligence with psychological well-being and academic achievement through positive psychological characteristics among university students in China. The study was conducted with postgraduate and undergraduate students. The integration of emotional intelligence theory and positive psychological theory was used in this study. The introduced framework included emotional intelligence as the main independent variable, self-efficacy, motivation, and resilience as three mediators, and psychological well-being and academic achievement as two dependent variables. A survey was conducted among 518 students, and structural equation modelling was used to analyse the data. The study found that emotional intelligence was positively related to positive psychological characteristics, psychological well-being, and academic achievement, and the effects were stronger among postgraduate students. Also, positive psychological characteristics, which include self-efficacy, motivation, and resilience, mediate the relationship between emotional intelligence and psychological well-being and academic achievement, and the relationship was stronger among postgraduate students. Proper coping strategies and mechanisms can be helpful to improve both psychological well-being and academic achievement at the same time among university students.
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Affiliation(s)
- Ye Shengyao
- Department of Public Education, Wenzhou Vocational College of Science and Technology, Wenzhou, Zhejiang Province, China.
- Faculty of Social Sciences and Liberal Arts, UCSI University, Kuala Lumpur, Malaysia.
| | - Lin Xuefen
- Department of Public Education, Wenzhou Vocational College of Science and Technology, Wenzhou, Zhejiang Province, China
| | | | - Nadia Samsudin
- Faculty of Social Sciences and Liberal Arts, UCSI University, Kuala Lumpur, Malaysia
| | - Ke Chunchun
- Department of Public Education, Wenzhou Vocational College of Science and Technology, Wenzhou, Zhejiang Province, China
| | - Zahari Ishak
- Faculty of Social Sciences and Liberal Arts, UCSI University, Kuala Lumpur, Malaysia
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2
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Shahzad MF, Xu S, Lim WM, Yang X, Khan QR. Artificial intelligence and social media on academic performance and mental well-being: Student perceptions of positive impact in the age of smart learning. Heliyon 2024; 10:e29523. [PMID: 38665566 PMCID: PMC11043955 DOI: 10.1016/j.heliyon.2024.e29523] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/28/2023] [Revised: 03/14/2024] [Accepted: 04/09/2024] [Indexed: 04/28/2024] Open
Abstract
The advancement of artificial intelligence (AI) and the ubiquity of social media have become transformative agents in contemporary educational ecosystems. The spotlight of this inquiry focuses on the nexus between AI and social media usage in relation to academic performance and mental well-being, and the role of smart learning in facilitating these relationships. Using partial least squares-structural equation modeling (PLS-SEM) on a sample of 401 Chinese university students. The study results reveal that both AI and social media have a positive impact on academic performance and mental well-being among university students. Furthermore, smart learning serves as a positive mediating variable, amplifying the beneficial effects of AI and social media on both academic performance and mental well-being. These revelations contribute to the discourse on technology-enhanced education, showing that embracing AI and social media can have a positive impact on student performance and well-being.
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Affiliation(s)
| | - Shuo Xu
- College of Economics and Management, Beijing University of Technology, Beijing, PR China
| | - Weng Marc Lim
- Sunway Business School, Sunway University, Sunway City, Selangor, Malaysia
- School of Business, Law and Entrepreneurship, Swinburne University of Technology, Hawthorn, Victoria, Australia
- Design and Arts, Swinburne University of Technology, Kuching, Sarawak, Malaysia
| | - Xingbing Yang
- Beijing Yuchehang Information Technology Co., Ltd, Beijing, 100089, PR China
| | - Qasim Raza Khan
- Department of Management Sciences, COMSATS University Islamabad, Lahore Campus, Pakistan
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3
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Matsui M, Ishii K, Suzuki K, Togashi K. Chronotype and emotional/behavioral problems mediate the association between leisure screen time and academic achievement in children. Chronobiol Int 2024; 41:513-520. [PMID: 38380819 DOI: 10.1080/07420528.2024.2320231] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/21/2023] [Accepted: 02/12/2024] [Indexed: 02/22/2024]
Abstract
Leisure screen time is associated with poor academic achievement; however, the mechanism underlying this relationship is unclear. Chronotypes and emotional/behavioral problems may be linked to this association. This study aimed to examine the associations between leisure screen time, chronotype, emotional/behavioral problems, and academic achievement using mediation analysis. A total of 113 children aged 9-12 years participated in this study. All participants were assessed for leisure screen time, chronotype, emotional/behavioral problems, and academic achievement. Leisure screen time was evaluated using a self-reported questionnaire. Chronotypes were measured using The Japanese Children's Chronotype Questionnaire, and the morningness/eveningness (M/E) score was calculated. Emotional/behavioral problems were assessed using The Japanese Strengths and Difficulties Questionnaire, and the total difficulties score (TDS) was calculated. Academic achievement was assessed by the homeroom teacher for each of the seven school subjects. Partial correlation analysis adjusted for grade, sex, and sleep duration indicated that leisure screen time was associated with M/E scores and academic achievement (p < 0.05). There was a positive association between M/E score and TDS (p < 0.05) and a negative association between TDS and academic achievement (p < 0.05). A mediation analysis adjusted for grade, sex, and sleep duration was performed. There was a significant total effect of leisure screen time on academic achievement (p < 0.05). Additionally, the M/E score and TDS significantly mediated the association between leisure screen time and academic achievement (p < 0.05). Our findings suggest that the serial path between chronotype and emotional/behavioral problems weakly but significantly mediates the association of leisure screen time with academic achievement.
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Affiliation(s)
- Masahiro Matsui
- Institute of Health and Sports Science & Medicine, Juntendo University, Chiba, Japan
- Institute of Health and Sport Sciences, University of Tsukuba, Ibaraki, Japan
| | - Kaori Ishii
- Faculty of Sport Sciences, Waseda University, Saitama, Japan
| | - Koya Suzuki
- Institute of Health and Sports Science & Medicine, Juntendo University, Chiba, Japan
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Platt IA, Hochard KD, Tytherleigh M, Kannangara C, Carson J, McFaul C, North C. The Hummingbird Project year 2: decreasing distress and fostering flourishing in a pragmatic pre-post study. Front Psychol 2024; 15:1257446. [PMID: 38596339 PMCID: PMC11003473 DOI: 10.3389/fpsyg.2024.1257446] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/17/2023] [Accepted: 02/26/2024] [Indexed: 04/11/2024] Open
Abstract
Multi-component Positive Psychology Interventions (mPPIs) in secondary schools have been shown to improve mental health outcomes for young people. The Hummingbird Project mPPI is a six-week program of workshops designed to introduce a variety of positive psychology (PP) concepts to secondary school-aged children in schools to improve well-being, resilience, and hope. The effects on mental distress, however, were not explored. The current study, therefore, was designed to replicate the effects of the Hummingbird Project mPPI on positive mental health and to also explore the effects on symptoms of mental distress. Secondary school-aged children (N = 614; mean age = 11.46 years) from a sample of secondary schools located across the North West of England (N = 7) participated in the study; the majority of children were in Year 7 (94%). The PP concepts explored included happiness, hope, resilience, mindfulness, character strengths, growth mindset, and gratitude. The results showed significant improvements associated with the mPPI in well-being (as measured by the World Health Organization Well-Being Index; WHO-5), hope (as measured by the Children's Hope Scale; CHS), and symptoms of mental distress (as measured by the Young Person's Clinical Outcomes in Routine Evaluation; YP-CORE) from pre- to post-intervention. While acknowledging the limits due to pragmatic concerns regarding the implementation of a control group, the effectiveness of the Hummingbird Project mPPI on well-being was replicated alongside reducing the symptoms of mental distress. Future evaluation, however, will need to implement more robust designs and consider follow-up duration to assess the longer-term effects of the Hummingbird Project mPPI.
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Affiliation(s)
| | - Kevin D. Hochard
- School of Psychology, University of Chester, Chester, United Kingdom
| | | | | | - Jerome Carson
- School of Education and Psychology, University of Bolton, Bolton, United Kingdom
| | - Claudine McFaul
- School of Psychology and Counselling, The Open University, Walton Hall, Milton Keynes, United Kingdom
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Muro A, Bonilla I, Tejada-Gallardo C, Jiménez-Villamizar MP, Cladellas R, Sanz A, Torregrossa M. The Third Half: A Pilot Study Using Evidence-Based Psychological Strategies to Promote Well-Being among Doctoral Students. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:16905. [PMID: 36554788 PMCID: PMC9779121 DOI: 10.3390/ijerph192416905] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/07/2022] [Revised: 12/02/2022] [Accepted: 12/14/2022] [Indexed: 06/17/2023]
Abstract
Over the last few years, various studies have reported decreasing well-being levels among doctoral students, who show a higher risk of suffering from psychological distress than the general population. Accordingly, European policies in higher education encourage well-being promotion programs among doctoral studies to enhance young researchers' well-being. However, programs using evidence-based practices for well-being promotion are not yet generalised in public universities. The present study describes a pilot experience designed to evaluate the efficacy of a well-being program among doctoral candidates of a public European university, the Autonomous University of Barcelona. 25 doctoral students (67% women) participated in a pre-post study consisting of six sessions of 3 h each and structured by the big five criteria coming from evidence-based practices for well-being promotion: outdoor green spaces exposure, physical activity, gamification, mentoring, positive and coaching psychology techniques. Results showed how participants experienced significant increases in several indicators of emotional well-being and decreased psychological distress after the Third Half program. These positive pilot results encourage further research and future replications to assess the impact of this evidence-based psychological program among the academic community. Results also lead the way towards the creation of healthier academic workplaces by implementing cost-effective interventions that improve researchers' psychosocial support and their overall well-being.
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Affiliation(s)
- Anna Muro
- Department of Basic, Developmental and Educational Psychology, Autonomous University of Barcelona, 08193 Bellaterra, Spain
- Serra Hunter Programme, Generalitat de Catalunya, 08017 Barcelona, Spain
| | - Iván Bonilla
- Department of Basic, Developmental and Educational Psychology, Autonomous University of Barcelona, 08193 Bellaterra, Spain
- Sports Research Institute, Autonomous University of Barcelona, 08193 Bellaterra, Spain
| | | | - María Paola Jiménez-Villamizar
- Department of Basic, Developmental and Educational Psychology, Autonomous University of Barcelona, 08193 Bellaterra, Spain
- Faculty of Health Sciences, Universidad del Magdalena, Santa Marta 470001, Colombia
| | - Ramon Cladellas
- Department of Basic, Developmental and Educational Psychology, Autonomous University of Barcelona, 08193 Bellaterra, Spain
- Sports Research Institute, Autonomous University of Barcelona, 08193 Bellaterra, Spain
| | - Antoni Sanz
- Department of Basic, Developmental and Educational Psychology, Autonomous University of Barcelona, 08193 Bellaterra, Spain
- Sports Research Institute, Autonomous University of Barcelona, 08193 Bellaterra, Spain
| | - Miquel Torregrossa
- Department of Basic, Developmental and Educational Psychology, Autonomous University of Barcelona, 08193 Bellaterra, Spain
- Sports Research Institute, Autonomous University of Barcelona, 08193 Bellaterra, Spain
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Jie Z, Roslan S, Muhamad MM, Md Khambari MN, Zaremohzzabieh Z. The Efficacy of Positive Education Intervention for Academic Boredom and Intrinsic Motivation among College Students: A Quasi-Experimental Study. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:13323. [PMID: 36293911 PMCID: PMC9603046 DOI: 10.3390/ijerph192013323] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 09/10/2022] [Revised: 10/12/2022] [Accepted: 10/13/2022] [Indexed: 06/16/2023]
Abstract
(1) Background: The influence of academic boredom and intrinsic motivation on students' learning and achievements is receiving more attention from scholars. Nevertheless, studies on how intervention decreases academic boredom and promotes intrinsic motivation during study remain unexplored. (2) Purpose: The purpose of this study is to investigate whether positive education intervention based on the PERMA model would help Chinese college students with learning-related academic boredom, class-related academic boredom, and intrinsic motivation. (3) Methods: This study is quasi-experimental research with a control group including pre-test and post-test. The study was conducted with 173 students, including 86 (n1 = 86) experimental and 87 (n2 = 87) control group students. (4) Results: Results revealed that students in the intervention condition reported significant reductions in learning-related academic boredom and class-related academic boredom, and significant increases in intrinsic motivation in comparison to their counterparts in the control group. (5) Conclusions: These findings indicate that positive education intervention for college students is a promising approach to reducing academic boredom and increasing intrinsic motivation among Chinese college students.
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Affiliation(s)
- Zheng Jie
- Department of Foundation Studies, Faculty of Educational Studies, Universiti Putra Malaysia, Serdang 43400, Malaysia
| | - Samsilah Roslan
- Department of Foundation Studies, Faculty of Educational Studies, Universiti Putra Malaysia, Serdang 43400, Malaysia
| | - Mohd Mokhtar Muhamad
- Department of Foundation Studies, Faculty of Educational Studies, Universiti Putra Malaysia, Serdang 43400, Malaysia
| | - Mas Nida Md Khambari
- Department of Foundation Studies, Faculty of Educational Studies, Universiti Putra Malaysia, Serdang 43400, Malaysia
| | - Zeinab Zaremohzzabieh
- Institute for Social Science Studies, Universiti Putra Malaysia, Serdang 43400, Malaysia
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Ho YJ, Hong JC, Ye JH, Chen PH, Ma LP, Chang Lee YJ. Effects of Helicopter Parenting on Tutoring Engagement and Continued Attendance at Cram Schools. Front Psychol 2022; 13:880894. [PMID: 35496143 PMCID: PMC9045585 DOI: 10.3389/fpsyg.2022.880894] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/22/2022] [Accepted: 03/11/2022] [Indexed: 11/30/2022] Open
Abstract
Attending cram school has long been a trend in ethnic Chinese culture areas, including Taiwan. Despite the fact that school reform policies have been implemented in Taiwan, cram schools have continued to prosper. Therefore, in this educational culture, how to achieve a good educational effect is also a topic worthy of discussion. However, whether students really engage in those tutoring programs provided by cram schools has seldom been studied. To address this gap, this study explored how parents’ hovering attitude toward life and coursework influences their children’s engagement in cram schools. This study targeted those students who attend English cram schools to test the correlates between two types of helicopter parenting, tutoring engagement and continued attendance at cram schools. A total of 320 questionnaires were sent out, and 300 were returned, giving an overall response rate of 93.75%. Excluding seven incomplete or invalid questionnaires, 293 valid questionnaires were received. The results of this study show that hovering behavior awareness is negatively related to cram school engagement, whereas cram school engagement is positively related to the intention to continue attending cram school. Moreover, the results imply that parents should alleviate their helicoptering behavior to enhance their children’s engagement in cram school tutoring programs.
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Affiliation(s)
| | - Jon-Chao Hong
- Department of Industrial Education, National Taiwan Normal University, Taipei, Taiwan.,Chinese Language and Technology Center in Learning Sciences, National Taiwan Normal University, Taipei, Taiwan
| | - Jian-Hong Ye
- Faculty of Education, Beijing Normal University, Beijing, China
| | - Po-Hsi Chen
- Department of Educational Psychology and Counseling, National Taiwan Normal University, Taipei, Taiwan
| | - Liang-Ping Ma
- Department of Chinese as a Second Language, National Taiwan Normal University, Taipei, Taiwan
| | - Yu-Ju Chang Lee
- Executive Master of Business Administration, National Taiwan Normal University, Taipei, Taiwan
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Positive emotions, engagement, and objective academic performance: A weekly diary study. LEARNING AND INDIVIDUAL DIFFERENCES 2021. [DOI: 10.1016/j.lindif.2021.102087] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/19/2022]
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9
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Belmonte Almagro ML, Bernárdez-Gómez A. Evaluation of Self-Concept in the Project for People with Intellectual Disabilities: "We Are All Campus". J Intell 2021; 9:jintelligence9040050. [PMID: 34698228 PMCID: PMC8544592 DOI: 10.3390/jintelligence9040050] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/03/2021] [Revised: 10/11/2021] [Accepted: 10/18/2021] [Indexed: 11/19/2022] Open
Abstract
The inclusion of people with disabilities, intellectual in the case that concerns this research, has been one of the main concerns of society in recent years. The University of Murcia has launched the “We are all Campus” program in order to facilitate the inclusion of this group from a training perspective. Being aware of the influence of self-concept in such inclusion, this research aims to analyze the influence of the self-concept of people with intellectual disabilities in their expectations of inclusion. For this purpose, 18 subjects were asked to carry out a SWOT analysis, assessing the situation in which they find themselves through a qualitative perspective and a phenomenological design. The research reveals, among other conclusions, how important personal development is to them, especially by generating autonomy in their daily routines, and also the relevance of their relationships to feel socially included.
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Affiliation(s)
| | - Abraham Bernárdez-Gómez
- Department of Didactics and School Organisation, Universidad de Murcia, 30120 Murcia, Spain
- Correspondence: ; Tel.: +34-868-889-917
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10
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Muro A, Feliu-Soler A, Castellà J. Psychological impact of COVID-19 lockdowns among adult women: the predictive role of individual differences and lockdown duration. Women Health 2021; 61:668-679. [PMID: 34284689 DOI: 10.1080/03630242.2021.1954133] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Abstract
COVID-19 pandemic has altered women's mental health as a consequence of the global threat and the lockdown measures adopted by public health policies. It has been suggested that women are at a higher risk for mood alterations, but most of the studies are cross-sectional or have only considered the first days of the confinement in their longitudinal designs. The present study was aimed at evaluating temporal changes in anxiety and depression in a general sample of 155 non-infected adult Spanish women after a complete quarantine. It also explored the predictive role of personality, the establishment of new routines and physical activity during lockdown in a pre-post design assessing temporal and clinical mood changes after 5 weeks of lockdown. Logistic regression analyses showed that higher neuroticism and depressive levels at baseline, lower routines engagement, and lower physical activity during lockdown predicted depression caseness, whereas anxiety caseness was best predicted by higher neuroticism, more days of lockdown and greater anxiety symptoms at baseline. It is concluded that lockdown duration, increased neuroticism and baseline levels of anxiety and depression are risk factors for women's mental health, while routines and physical activity emerge as protective factors for managing psychological wellbeing during the pandemic lockdowns.
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Affiliation(s)
- Anna Muro
- Department of Basic, Developmental, and Educational Psychology, Autonomous University of Barcelona, Barcelona, Spain
| | - Albert Feliu-Soler
- Department of Basic, Developmental, and Educational Psychology, Autonomous University of Barcelona, Barcelona, Spain.,Department of Clinical and Health Psychology, Autonomous University of Barcelona, Institut de Recerca Sant Joan de Déu, Esplugues de Llobregat, Spain.,Teaching, Research & Innovation Unit,Parc Sanitari Sant Joan de Déu, St. Boi de Llobregat, Spain
| | - Judit Castellà
- Department of Basic, Developmental, and Educational Psychology, Autonomous University of Barcelona, Barcelona, Spain
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Chukwuedo SO, Mbagwu FO, Ogbuanya TC. Motivating academic engagement and lifelong learning among vocational and adult education students via self-direction in learning. LEARNING AND MOTIVATION 2021. [DOI: 10.1016/j.lmot.2021.101729] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
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12
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Platt IA, Kannangara C, Tytherleigh M, Carson J. The Hummingbird Project: A Positive Psychology Intervention for Secondary School Students. Front Psychol 2020; 11:2012. [PMID: 32849165 PMCID: PMC7426523 DOI: 10.3389/fpsyg.2020.02012] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/13/2020] [Accepted: 07/20/2020] [Indexed: 11/13/2022] Open
Abstract
Mental health in schools has attracted a lot of attention in recent years. Positive Psychology Interventions (PPIs) in secondary schools have been shown to improve mental health outcomes for students. Previous PPIs have tended to be delivered by trained Psychology specialists or have tended to focus on a single aspect of Positive Psychology such as Mindfulness. The current study involved 2 phases. Phase 1 was a pilot PPI, delivered by current university students in Psychology, which educated secondary school students (N = 90) in a variety of Positive Psychology concepts. Phase 2 involved delivering the PPI to secondary school students (N = 1,054). This PPI, the Hummingbird Project, led to improvements in student well-being, as measured by the World Health Organization Well-Being Index (WHO-5). The intervention also led to improvements in student resilience, as measured by the Bolton Uni-Stride Scale (BUSS), and hope, as measured by the Children's Hope Scale (CHS). Results are discussed in the context of their implications for the future of psychological intervention in secondary school settings.
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Affiliation(s)
- Ian Andrew Platt
- School of Education and Psychology, University of Bolton, Bolton, United Kingdom
| | | | | | - Jerome Carson
- School of Education and Psychology, University of Bolton, Bolton, United Kingdom
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13
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Arnaiz-Sánchez P, de Haro R, Alcaraz S, Mirete Ruiz AB. Schools That Promote the Improvement of Academic Performance and the Success of All Students. Front Psychol 2020; 10:2920. [PMID: 32116862 PMCID: PMC7018984 DOI: 10.3389/fpsyg.2019.02920] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/19/2019] [Accepted: 12/10/2019] [Indexed: 12/31/2022] Open
Abstract
The movement for effective schools and school improvement has enjoyed a long history, at both the theoretical and practical level. The contextual variables focused on the educational process of the classrooms have been identified in numerous investigations, concluding that the improvement of academic performance is a key element of the movement. The main objective of this research is focused on verifying the effectiveness of the treatment based on collaborative/cooperative learning methodologies and projects to improve the linguistic and mathematical competence as an enhancing element of academic performance. The sample consists of 228 students belonging to two public schools located in the city of Murcia (Spain), selected through judgmental or discretionary sampling. A quasi-experimental design with pretest and post-test and control group was employed, verifying the effectiveness of the treatment, and how it influences the improvement of the academic performance of the students in the experimental group. It concludes by pointing out the importance of learning strategies and applied teaching methodologies, understanding both within the conglomerate of process factors in the improvement of academic performance.
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Affiliation(s)
- Pilar Arnaiz-Sánchez
- Department of Didactics and School Management, University of Murcia, Murcia, Spain
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14
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Steinmayr R, Wirthwein L, Modler L, Barry MM. Development of Subjective Well-Being in Adolescence. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2019; 16:E3690. [PMID: 31575056 PMCID: PMC6801746 DOI: 10.3390/ijerph16193690] [Citation(s) in RCA: 18] [Impact Index Per Article: 3.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 08/08/2019] [Revised: 09/18/2019] [Accepted: 09/21/2019] [Indexed: 12/19/2022]
Abstract
Despite the importance of subjective well-being (SWB) for students' mental and physical health, there is a lack of longitudinal studies investigating the development of SWB in adolescents and what factors are associated with it over time. The present study seeks to shed further light on this question by investigating adolescents longitudinally. A sample of German academic tracks students (N = 476) from five schools were followed longitudinally over a time period of 30 months with four measurement points from Grade 11 to Grade 13. Alongside the longitudinal assessment of SWB (mood and life satisfaction), a range of other factors were also assessed at t1 including; demographic factors (sex, age, socio-economic status (HISEI)), intelligence, grades (report cards provided by the schools), personality (neuroticism, extraversion) and perceived parental expectations and support. Latent growth curve models were conducted to investigate the development of SWB and its correlates. On average, mood and life satisfaction improved at the end of mandatory schooling. However, students significantly differed in this pattern of change. Students' life satisfaction developed more positively if students had good grades at t1. Furthermore, even though introverted students started with lower life satisfaction at t1, extraverts' life showed greater increases over time. Changes in mood were associated with socio-economic background; the higher the HISEI the more positive the change. As social comparisons in school performance are almost inevitable, schools should intervene to buffer the influence of school grades on students' SWB.
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Affiliation(s)
- Ricarda Steinmayr
- Department Educational Sciences, Psychology, and Sociology, TU Dortmund, Emil-Figge-Str. 50, Dortmund 44227, Germany.
| | - Linda Wirthwein
- Department Educational Sciences, Psychology, and Sociology, TU Dortmund, Emil-Figge-Str. 50, Dortmund 44227, Germany.
| | - Laura Modler
- Department Educational Sciences, Psychology, and Sociology, TU Dortmund, Emil-Figge-Str. 50, Dortmund 44227, Germany.
| | - Margaret M Barry
- Health Promotion Research Centre, National University of Ireland Galway, University Road, Galway H91 TK33, Ireland.
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