Positive Psychology Measures in Chinese K–12 Education Settings

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

Abstract

1. Objectives or purposes
There is a growing interest in connecting the positive psychology theories with educational practices in K-12 Chinese educational settings. With the establishment of the Positive Psychology Research Center at one of the top-ranked universities in China, we had the opportunity to engage K-12 school and district partners in the application of positive psychology theories and used positive education measures with the K-12 student population. In this presentation, we report the preliminary application and results and discuss challenges and strategies we experienced in this process.

2. Perspective(s) or theoretical framework
While positive psychology theories were refined in the last two decades mainly based on western philosophy, the connection of positive psychology to eastern perspectives has been well-documented. As Lopez, Pedrotti, and Snyder (2015) noted values ingrained in Confucian philosophy regarding the attainment of virtue (i.e. ren, yi, li, zhi, and xin) and the philosophy of Lao-Tzu that serves as the foundation of Taoism share similarities with positive education principles (Seligman, 2002, 2011). In this presentation, we connect positive education principles with the Chinese culture and language tradition and share the implementation of positive psychology applications and measures in K-12 Chinese educational settings.

3. Methods, techniques, or modes of inquiry
This presentation focuses on the K-12 curriculum design and its impact on student well-being. The “happiness course” curriculum was implemented in three experiment classes in Jingyin High School. In addition, two classes from each of the grade levels in grades 2, 3, and 5 participated in a 9-week intervention involving weekly positive psychology classes. Quantitative data were collected using the Chinese translation of the Subjective Well-being Scale (Diener, 1984), the Children's Depression Inventory (Kovacs, 1992), and the Academic Self-Regulation Questionnaire (Ryan & Connell, 1989).

4. Data sources, evidence, objects, or materials
Data were collected from all participating students and teachers three to four times per year, at the beginning and the end of each semester. The Positive Psychology Research Center uses these measurements to evaluate the effectiveness of the positive education program, generate a report for the school to help them better understand the strengths of their students and teachers, and offer a class profile when requested.

5. Results and/or substantiated conclusions or warrants for arguments/point of view
Positive education programs have been proven effective to enhance students’ well-being. Participating students showed increased happiness, decreased depression, and enhance motivation to engage in learning. The challenges and strategies for using the translated version of the psychology measures with Chinese K-12 students are also discussed.

Author

• Jiajie Liu