Positive Psychology and Positive Education in Asia

ISBN-13: 9789819955701 / Angielski / Twarda / 2023

Opis

This book explores students’ and teachers’ well-being from positive psychology and education perspectives and showcases interventions that optimize well-being in the school context. The book also covers crucial positive psychology and education topics/themes including character strengths, gratitude, growth mindset, grit, resilience, positive emotions, and well-being among others. The chapters include reviews and empirical research based on diverse methodologies, such as correlational, experimental, quasi-experimental, intervention, longitudinal, and qualitative approaches from six different Asian sociocultural contexts—Singapore, Hong Kong, Mainland China, Israel, Macau, and Philippines. All the chapters, provide practical pointers for teachers and educators who aim to nurture well-being in schools. 

Spis treści

Section 1: Factors and Processes for Fostering Student Well-being 

Chapter 1 Factors and processes that facilitate the development of academic resilience: Perspectives from students in Singapore Imelda CALEON, Simon Qing Wei LIM, Nur Qamarina ILHAM, Wei Xun KOH, 

Chee Soon TAN & Youyan NIE

Chapter 2 Sense of School Belonging and Kindness among Hong Kong Primary Students: 

A Latent Profile Analysis

John LEE and Jing HUANG

Chapter 3 Feedback orientation and learning-related academic emotions: An exploratory study in Filipino university students

Cherry FRONDOZO & Lan YANG

Chapter 4 Interacting dimensions of locus-of-hope and well-being of Filipino students

Allan BERNARDO & Lorraine CUNANAN 

Chapter 5 Protective role of character strengths in school adjustment: Compensating the low ability group Zheng CHEN, Wenjie DUAN, Qinqiao LIU, & Xuesong KONG

Section 2: Teacher Perspectives on Well-being

Chapter 6 Teacher perspectives on positive education: Hwa Chong Institution’s Journey 

Edwin LIM 

Chapter 7 Teacher emotions do predict teacher effectiveness: Empirical evidence from Chinese teachers

Junjun CHEN, Yingxiu LI, Lan YANG, and Wendan XUE

Chapter 8 Promoting autonomy support in an Asian context: A tale of two teachers

Bick Har LAM

Chapter 9 Need support and need satisfaction in Arabic language classes in Japanese universities from the viewpoint of self-determination theory 

Katsunori SUMI  & Akiko SUMI

Chapter 10 What makes you gritter? The role of effortful control and social support in predicting grit among migrant children in China Chen CHEN 

Section 3: Fostering Well-being in Schools 

Chapter 11 Towards a culture where students thrive: The positive education journey of Westwood primary school

Imelda CALEON and Veronica CHUA 

Chapter 12 Academic and social skills building seminar and gratitude intervention Ma. Jenina NALIPAY, Mark HARRISON, Cherry FRONDOZO, and Ronnel KING

Chapter 13 Instilling growth mindset in Chinese community college students: A Randomized Controlled Study

Wincy LEE and Ricci FONG

Chapter 14 Multi-tiered well-being interventions: Envisioning a model for prevention and remediation

Stefanie CHYE, Anuradha DUTT, & Yvonne SENG

Chapter 15 Shared book reading and children’s social-emotional learning in Asian schools

He SUN, Siew Chin NG, & Aris PEH

Chapter 16 Deep breathing and mindfulness: Simple techniques to promote students’ self-regulation and well-being from the inside out Kiat Hui KHNG

Section 4: Cultural Perspectives on Flourishing and Well-being

Chapter 17 Cultural Issues in Measuring Flourishing of Adolescents

Kah Loong CHUE

Chapter 18 Culture, Individual Difference, and Student Well-being: Embracing Diversity for Cultivating Resilience Chieko KIBE

Chapter 19 Positive Psychology for Fostering Flourishing of Children and Adolescents: Insights from Israel Tammie RONEN 

Chapter 20: Epilogue

O autorze

Dr. Ronnel B. King is an Associate Professor in the Department of Curriculum and Instruction, The Chinese University of Hong Kong. He also holds honorary appointments at The Education University of Hong Kong, the University of Macau, and Far Eastern University (Philippines). He is an educational psychologist and the director of the Positive Psychology and Education (PoPE) Lab. He is a top 1% highly-cited author according to Clarivate Analytics and identified as one of the most prolific early career educational psychology researchers in the world. He was recognized as “Rising Star” by the Association for Psychological Science in 2017, and he received the Michael Bond Early Career Award from the Asian Association for Social Psychology in 2019. He is interested in understanding the factors that underpin motivation, well-being, and socio-emotional learning. He has published more than 200 journal articles, chapters, and books in the field of educational psychology and positive psychology/education.

 

Dr. Imelda Santos Caleon is the Assistant Dean for Partnerships at the Office of Education Research and a Senior Education Research Scientist at the Science of Learning in Education Centre, National Institute of Education, Nanyang Technological University. Her main research interests are in the areas of positive education, resilience, well-being, and social networks. With a research portfolio of about USD3.9M of competitive grants, she has led several intervention and large-scale longitudinal studies. Her research was published in many peer-reviewed and high-ranking journals including Teaching and Teacher Education, Journal of Research in Science Teaching, International Journal of Science Education, Applied Cognitive Psychology, and Journal of Early Adolescence.  Her research findings were also featured several times in the leading broadsheets newspaper in Singapore. She is a founding member of the Singapore Positive Education Network. She is currently an Editorial Board Member of the Educational and Developmental Psychologist. 

 

Allan B. I. Bernardo is Distinguished Professor of Psychology at De La Salle University in Manila, Philippines. One of his research programs focuses on locus-of-hope and the role of conjoint models of agency in positive goal pursuit in different populations. He has conducted research on different positive psychology and the well-being of students. He has published over 280 articles, chapters, and books/monographs in psychology and education. He was Editor of The Asia-Pacific Education Researcher and Editor-in-Chief of Asian Journal of Social Psychology. He is a Fellow of The World Academy of Sciences for the advancement of science in developing countries.