Flourishing: Achievement-related correlates of students’ well-being

By Andrew J. Howell. 2009

202 citations recorded by the source corpus.

Subfields: Applied Psychology, Clinical Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/082fa083ed8e94eb6025f22ea577ffe1eb75e203

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Citations in the corpus

Measuring flourishing: The impact of operational definitions on the prevalence of high levels of wellbeing (2014, result): “Measures of flourishing tend to be more stable over time than does affect, and international research has indicated significantly better individual and public health outcomes associated with flourishing (Howell, 2009; Huppert, 2004, 2009; Keyes, 2002, 2005, 2010; Keyes & Haidt, 2003).”
An applied framework for Positive Education (2013, background): “Similarly, Howell (2009) found that students who were flourishing reported superior grades, higher self-control and lower procrastination than students who were moderately mentally healthy or languishing.”
The importance of very high life satisfaction for students’ academic success (2017, background): “Some research suggests that positive life satisfaction is even related to higher Grade Point Averages (GPAs) among college students (Howell, 2009; Rode et al., 2005).”
Arousal, avoidant and decisional procrastinators: Do they exist? (2010, background): “∗ Howell, A., & Buro, K. (2009). Implicit beliefs, achievement goals, and procrastination: A mediational analysis.”
Flourishing students: A longitudinal study on positive emotions, personal resources, and study engagement (2011, background): “Additionally, dedicated and enthusiastic students are more likely to adopt mastery approaches, and report higher self-control as well as higher grades (Howell, 2009).”
Psychological Well-Being and Resilience as Predictors of First-Year Students' Academic Performance (2013, background): “Keywords: burnout in students, engagement, first-year students, psychological well-being, resilience Psychological well-being is important to actualise one’s full potential (Howell, 2009), and this is true of students in achieving their academic goals (Vaez & Laflamme, 2008).”