Document Type

Conference Proceeding

Publisher

STARS Conference

Place of Publication

Auckland, New Zealand

School

School of Business and Law

RAS ID

26893

Comments

Originally published as: Golab, A., Gengatharen, D., Jie, F., Kiani Mavi, R., Moore, C., & Korecki., M. (2018, July). Impact of positive education psychology on the first-year student experience. In STARS 2018 Proceedings. Original article available here

Abstract

Positive Psychological Interventions (Positive Education) uses a multidimensional approach that includes fostering beliefs and developing a growth mindset to reduce anxiety and psychological distress and improve well-being. Positive education has been shown to improve secondary students’ engagement, well-being and self-efficacy, impacting achievement. Seligman’s (2011) PERMA framework with its elements of positive emotions, engagement, relationship, meaning and accomplishment has been successfully used to assess positive education strategies in schools. However, the model has not been tested at the tertiary level. We used the PERMA model framework to create a survey that was suitable for the tertiary level and implemented positive education strategies in a class of mainly foreign on-campus students to determine the usefulness of the model. Results showed a strong relationship between positive emotions and engagement, engagement and relationship, engagement and meaning and engagement and accomplishment, but a lack of association between accomplishment and: positive emotions, relationship and meaning.

Creative Commons License

Creative Commons Attribution 4.0 License
This work is licensed under a Creative Commons Attribution 4.0 License.

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