How ‘other people matter’ in a classroom-based strengths intervention: Exploring interpersonal strategies and classroom outcomes
By D. Quinlan, Nicola Swain, C. Cameron, D. Vella‐Brodrick. 2015
123 citations recorded by the source corpus.
Subfields: Clinical Psychology, Education, Safety Research
View Paper: https://www.semanticscholar.org/paper/b1e63a07d857c7eaddbf12ce3e06c5fcaaf2051e
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Clinical Psychology
- Marianne van Woerkom
- Maria Christina Meyers
- D. Loton
- A. L. Heffner
- S. Ghielen
- Heesup Han
- Susan Antaramian
- L. Waters
In Education
In Safety Research
- A. L. Heffner
- S. Ghielen
- Heesup Han
- D. Loton
- Susan Antaramian
- Maria Christina Meyers
- L. Waters
- Marianne van Woerkom
Citations in the corpus
- RETRACTED ARTICLE: Impact of artificial intelligence on human loss in decision making, laziness and safety in education (2023, background): “Along with the curriculum, they can learn and adopt many positive understandings (Quinlan et al., 2014).”
- SEARCH: A Meta-Framework and Review of the Field of Positive Education (2019, background): “Quinlan et al. (2015) examined the effect of a classroombased strengths intervention and reported that students learned to recognise their strengths and practise their strengths through strength-related goal setting over a three-month time frame.”
- The Role of Life Satisfaction in Predicting Student Engagement and Achievement (2015, background): “Some interventions, focused on character strengths, often increase PA but do not increase LS (Quinlan et al. 2015; Shoshani and Steinmetz 2014).”
- Promoting positive outcomes through strengths interventions: A literature review (2017, background): “review of Quinlan et al. (2012) aiming to identify the out-”