Positive education: positive psychology and classroom interventions

By Martin E. P. Seligman, Randal M. Ernst, J. Gillham, K. Reivich, Mark Linkins. 2009

1,874 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/b8d41d393bbf90546abc614ab93a18c9bd3eaa74

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In Cognitive Neuroscience

In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Linking positive emotions and academic performance: The mediated role of academic psychological capital and academic engagement (2019, background): “These research efforts could expand the literature on academic PsyCap in the high school context and also contribute to the objective of the positive education, that is, education to achieve both traditional skills and for happiness (Seligman et al. 2009).”
Sense of relatedness boosts engagement, achievement, and well-being: A latent growth model study (2015, background): “, Suldo, Thalji, & Ferron, 2011) as several studies have shown a positive association between well-being and achievement (Seligman et al., 2009).”
From emotional and psychological well-being to character education: challenging policy discourses of behavioural science and ‘vulnerability’ (2012, background): “He and supporters argue that these can be taught and transferred to life situations (e.g. Seligman 2011; Seligman et al. 2009).”
Professional learning communities: building skills, reinvigorating the passion, and nurturing teacher wellbeing and “flourishing” within significantly innovative schooling contexts (2016, methodology): “The paper also provides data examples relevant to these themes and sub-themes and makes links to the analysis undertaken using Seligman et al. (2009) and also Huppert and So (2009) features regarding “flourishing”.”
Positive Psychology and Positive Education: Old Wine in New Bottles? (2012, background): “It will be exciting to see what happens when an international team of top positive psychologists has implemented wide-ranging interventions in this school (Seligman et al., 2009), testing their contentions that, for the methods of positive education to work, “more is better,” “earlier is better,” “b”
Trauma-Informed Positive Education: Using Positive Psychology to Strengthen Vulnerable Students (2016, background): “…cultivate gratitude, optimism, and life satisfaction (Froh et al. 2008); to show benefits of mindfulness training (Huppert and Johnson 2010; Waters et al. 2014); and to promote student learning about signature character strengths and positive emotions (Seligman et al. 2009; Waters and Stokes 2013).”
Strengths Gym: The impact of a character strengths-based intervention on the life satisfaction and well-being of adolescents (2011, methodology): “Moreover, anticipating this level of completion was in keeping with the amount of sessions delivered by other similar programs (e.g., Seligman et al., 2009).”
A multidimensional approach to measuring well-being in students: Application of the PERMA framework (2014, background): “Positive education provides an antidote to youth depression, serves as a pathway to increased life satisfaction, promotes learning and creativity, enhances social cohesion, and promotes civic citizenship (Seligman et al., 2009; Waters, 2011).”