Positive Psychology Measures in Education Settings: A Literature Review

• In Event: 28.068 - Measuring the Impact of Positive Education in International Educational Contexts

Abstract

1. Objectives or purposes
The purpose of this presentation is to highlight findings from a literature review focusing on the application of positive psychology in education in the last five years. Specific measures used to assess participants’ well-being are summarized.

2. Perspective(s) or theoretical framework
Seligman and Csikszentmihalyi (2000) proposed the notion of positive psychology “to begin to catalyze a change in the focus of psychology from preoccupation only with repairing the worst things in life to also building positive qualities” (p.5). Seligman (2011) proposed the PERMA model to articulate the five pillars of well-being: positive emotion, engagement, relationships, meaning, and accomplishment. Various measures have been used to examine students’ well-being and the impact of educational interventions.

3. Methods, techniques, or modes of inquiry
All selected articles included in this review were read and coded by two researchers. The initial coding identified commonly-used measures across the studies. Inductive coding was done at the secondary level to focus on these measures and the reported reliability, validity, key findings and interpretations.

4. Data sources, evidence, objects, or materials
Literature search was conducted in academic databases including Academic Search Complete, ERIC, PsycINFO and key journals such as the Journal of Positive Psychology and the Journal of Happiness Studies, using search terms related to higher education (e.g. “college” or “university” or “post secondary”) and subject term “positive psychology”. Sixty-one studies focusing on the application of positive psychology in higher education settings were included for this review.

5. Results and/or substantiated conclusions or warrants for arguments/point of view
The preliminary findings indicated that most of these studies (N=49; 80%) focused on the application of  positive psychological or well-being measures. About one-fifth of the studies (N=12) specified interventions using positive psychology theories. These interventions ranged from specific intervention strategies or models (e.g. Farmer, et al., 2015; Ouweneel, et al., 2014; Victor, et al., 2017) to the integration of intervention activities in coursework (e.g. Duan, et al., 2014; Froiland, 2018; Goodmon, et al., 2016). Most commonly used measures in these studies included measures regarding positive psychological traits such as those measuring gratitude (e.g. Gratitude Questionnaire-6, McCullough, et al., 2002), grit (e.g. Grit Scale, Duckworth & Quinn, 2009), and hope (e.g. Hope Scale, Snyder et al. 1991); measures focusing on the well-being status of participants, including measures such as the Positive and Negative Affect Schedule (Crawford & Henry, 2004) and the Satisfaction with Life Scale (Diener, Emmons, Larsen, & Griffin, 1985). While several of the studies were carried out in international contexts, the English version of the measures were used in most cases and the adaptation process for culturally and linguistically diverse participant populations was not addressed. This review highlighted the need to explore covitality instead of isolated traits when using these measures and the importance of adapting measures to be used in interventions that are integrated in student learning experiences rather than isolated intervention sessions or coursework.

Author

• Bryant Hutson, University of North Carolina - Chapel Hill