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Bas, A. & Firat, N. (2017). The views and opinions of school principals and teachers
Bas and Firat’s article goes into great detail about incorporating positive psychology
and positive education into the classroom. The study that was done to increase
knowledge about positive psychology and positive education included eight school
principals and 12 teachers, the majority of whom had no knowledge about those
two areas. The eight principals and twelve teachers were each given 5 open-ended
interview topics to answer to gauge how familiar they were with each topic as well
as give their own opinion about how the topics would work out in a school setting.
The reason the questions were opened-ended was so that the teachers and
opinions on the subjects. After all of the interview questions were tallied and looked
through, Bas and Firat came to the conclusion from the participants involved that
overall well-being.
Bas and Firat did a lot of prior background knowledge of the subject area. They had
many citations from Seligman who is an expert in the subject of positive psychology
and positive education. The way the study was laid out made it very clear for the
reader to understand what the teachers and principals were asked and how the
because those individuals are who work face to face with the youth and truly see
how the students engage in subjects and can gauge how the students are feeling.
I personally believe that this article does an excellent job explaining what positive
psychology and positive education are. It also does a great job explaining why
participants in this article, who had barely, if any, prior knowledge to the subject,
were all on board with incorporating it into the classroom and school environment.
I also like how the authors stated that it is important for the staff to be properly
trained in the skills as well. That way each staff member is confident in what they
will be teaching to their students and can live out what they are expecting the
the researchers go into depth about positive psychology and positive education, I
The article written by Belli emphasizes the point of integrating positive psychology
into the classroom. Where there is positive education, there is more success. Belli
positive education and focusing on well-being, Belli believes the schools can turn it
around. One way to turn the school systems around is by incorporating positive
psychology into writing curriculum. If students are allowed to free write and
express themselves throughout the school day, the students will then, more than
and free write can help students work through feelings more and hopefully be more
successful.
Belli is an Assistant professor in English at New York City College of Technology and
has her PH.D. Belli is known for specifically looking into positive psychology
research. The fact that Belli is also an English professor shows that she knows a
thing or two about writing. Throughout the article, Belli has made it clear that she
would like to see writing and positive psychology be tied together in hopes to
psychology, which she is known for studying, and English, the article seems to be
working with positive psychology and teaches English at a College in New York City.
I think that this article would have several benefits for a researcher who is looking
into positive psychology, or education, and incorporating that practice into every
day routine writing to increase student engagement and success in class. If I were to
them reflect on positive mindful moments from throughout the day in hopes to see a
study.
Borkar, V. (2016). Positive school climate and positive education: impact on
In this article, Borkar makes it very clear how many schools around the world are
students have more of a positive outlook on school and themselves, gives them the
illness. This way of teaching has the ability to make students feel more aware of
themselves and shows that the school community is working together to make sure
each student is successful. At the end of the article, Borkar states that this does not
Borkar’s writing shows how strongly he thinks this type of school atmosphere can
positively affect students. There is a clear push for positive education to make its
way into Indian schools to increase wellbeing. Borkar works in the Department of
shows his interests in incorporating positive psychology and positive education into
Positive psychology and education is really starting to take off as a great approach to
teaching around the world. Schools in different countries are seeing how successful
other schools are becoming because of the inclusion of positivity. The researchers
who have been looking into incorporating positive psychology into education are
clearly on to something big with increasing students wellbeing and making sure to
balance academics and wellbeing. I believe that this article gives a strong push in
education in schools around the world. This article hit some very important points
In the article titled, Maximize Your Teaching, Samantha Cleaver states eight key
strategies to make teachers as successful as the teacher can be. The eight strategies
include: Get to know your students, get into data tracking, listen to your students,
ask for kids’ opinions, talk to your former students, keep a teaching journal, start a
professional learning community, and don’t forget the small stuff. For each of the
strategies previously listed, Cleaver goes into detail about how the strategy has
worked for other successful teachers. At the end of the article, Cleaver leaves four
are: focus on one at a time, where the teacher would zone in on one or two specific
students and see what those students’ greatest needs are, think about how kids
think, which encourages the teacher to offer short answer questions more
frequently so the student is able to show his or her thinking through the specific
process, go visiting and sit in on a few teachers in the building to see what works for
those professionals, and get it on tape, where Cleaver encourages teachers to record
a lesson and reflect back to see how that teacher could improve and what that
Throughout the article, Cleaver provides several teachers to have input in the
strategies listed to make each teacher successful. Although Cleaver could have used
more in depth examples of how the strategies could work, she makes a point to
draw from the sources that use the strategies daily, which proves that the strategies
can be effective. Cleaver also makes a point toward the end of the article to give four
research-based techniques which show time and effort have been put in and
analyzed to provide the reader with proof that the techniques given can work.
Cleaver never stated where the research-based techniques came from. This article
The way that cleaver presents the information in this article is very easy to read,
understand and digest. I believe the way she went about informing us of each
strategy was very effective. Not only did Cleaver explain each strategy in detail, but
she also gave examples of each strategy to show how effective they are and how
other educators use those strategies in their daily teaching lives. Other educators
should find this article engaging and worthwhile. This article will not be of use to me
Leadership, 69-72.
In this article, Cummins goes in to great detail explaining strategies to help students
better understand the information they are reading, especially in nonfiction texts. It
is known that typically students’ minds start to wander as they are reading
information in a text. Chances are students haven’t been taught how to break down
their readings. Cummins encourages teachers to break down readings and show
how the students how to better understand the literature by thinking out loud. Start
by reading to figure out what the main idea of the article is. Once that is determined,
go back through and read for details and key points that help to understand what
the main idea is. Cummins also suggests showing the students coding symbols to
help them understand what they are thinking as they make their way through the
text. If a teacher can show the students how to work through a text to better
understand the information out loud, the students will slowly, but surely be able to
understand the content better and use the skills shown on their own.
The way that Cummins writes this article about reading strategies is very clear to
the reader. Cummins breaks down each strategy suggested and gives literal
examples of how the strategy would work and what the teacher would need to do to
help students be successful. Cummins works as a literacy consultant and also is the
Grades 3-8. The author was kind enough to place this information at the end of the
article to show her credibility. As a reader, one can tell that Cummins is very
I believe that the strategies listed in this article are great for elementary classrooms.
how Cummins used examples of actual students to show the struggle that a lot of
young readers tend to have. This shows that reading strategies can be effective for
all young or struggling readers. If I decide to focus in on a specific subject area, like
The article written by Ebersohn shows the impact that poverty has in education.
Ebersohn’s goal throughout the article was to see how well-being could have an
effect on the outcomes of education for those in poverty. There are two different
outcomes that are looked at in the this article, those of a subjective view, looking at
the outcomes on life, self-esteem, and academic achievement, verse the objective
view, where Ebersohn would look at physical health. Throughout the article,
Ebersohn lists several different outcomes of what could happen if a child was to
grow up with well-being and resilience incorporated into daily life. If a child is in
good mindset, there will be more of a drive to want to be more successful and attend
where there is a lot of abuse of substances and neglect, there is a better chance of
education. Incorporating resilience and well-being into daily life could give high-risk
Ebersohn works for the center for the study of resilience and department of
This information shows that the author is familiar with her surroundings and works
frequently with resilience. The reader is able to tell that the author is extremely
As I was reading through this article, I could tell that the author was extremely
passionate about the topic being discussed. Although I do not work with students
who are at that level of poverty, I am certain that I will be able to use her research
Having students of all backgrounds with those skills will hopefully lead them to a
motivation to be their best self. Although this article was very interesting, I do not
This study focused on finding positive correlations that go along with implementing
gratitude into daily life. There were three different studies that took place in this
article. The first consisted of 192 undergraduate students that were separated into
three different groups, the first group focused on gratitude and were told to think
about what you are grateful for in life, the second group worked with the hassles
that go on in life and were asked to think of 5 hassles, or irritants, that took place
throughout the day, and the final group focused on different events that took place
in the participants life over the past week. This took place for 9 weeks. The
participants were then given a survey over global appraisals and health measures to
see if the study would have an effect on the participants’ responses. The gratitude
group felt better about their lives as a whole and had positive expectations for their
upcoming week. The second study had 157 participants from an undergraduate
program and took place over 13 days. The participants were given a packet of 16
“daily experiences rating forms.” This study also had three different groups
participating. The gratitude and hassles group were still included, but the third
group of this study focused on comparing what each participant had to someone
else. The gratitude group, again, had a positive affect and the participants were
more likely to help others out when needed. The third study worked with 65
The gratitude group listed experiences that each was grateful for, while the control
condition did not. Each participant also filed out daily experience form over a 21-
day period. It was found that gratitude clearly had a positive affect on daily life and
the University of Miami. Both authors work in the field of psychology, which shows
interest in the above study that dealt with the effects of implementing the positive
psychology intervention of gratitude into daily lives and seeing the results it had
over three different periods of time, with three different sets of people. This article
was published in 2003, which was 15 years ago. It would be interesting to see this
study and the results from it done today and compare the results.
I think this study fully supports the direction that I would like to go in with my
research study. Since I am interested in seeing how gratitude can affect ones daily
life, I will definitely be able to use some of the research as I begin my study. It is very
interesting to see how each time the researchers did a study; the results of the
gratitude group always came out with a positive outcome. This study, however,
works with undergraduate students and I will be working with elementary aged
students. It will be interesting to see the difference in outcomes for the different age
students.
Flinchbaugh, C.L., Moore, E.W.G., Chang, Y.K., & May, D.R. (2012). Student well-being
In this article, the researchers used four different business management classes and
would be positive affects for academic engagement for the students. The four
a control group. This study took place over the course of a semester, which was 12
weeks. For the stress management group, every 3 weeks a trained stress
management facilitator would come in and teach the students a new technique for
managing their stress. Each class, the students were given about 3 to 5 minutes to
use the stress management technique. Over the course of the semester, the students
learned 4 different techniques. The gratitude journaling group was asked to list up
to 5 things that each was grateful for each week. The students were to turn in the
journals each week for 12 weeks. The stress management and gratitude journaling
group did a combination of the two groups listed above. The control group did not
do either of the techniques but were given a chapter about stress management to
learn about. The study showed that the group that completed both the stress
management techniques and gratitude journaling was most successful with being
University of Kansas in Lawrence, Kansas. The lead author of this research study
was Carol Flinchbaugh who works for the School of Business. This would explain
why the study took place in four different business management sections. It does
I think that this article will be extremely useful to my plan of research. The
strategies into a classroom, a teacher would be able to engage the majority of the
class in a positive way. This would be very interesting to see how it could play out in
an elementary classroom.
Froh, J.J., Bono, G., Fan, J., Emmons, R.A., Henderson, K., Harris, C., Leggio, H., & Wood,
This article consisted of two studies that took place in fourth and fifth grade
classrooms. The first study was a week long and consisted of a control group and
delivered daily. The participants were given social situations to tell how each
participant would react to each and that was how the intervention of gratitude was
measured. The second study consisted of the same type of measurements of surveys
as the first study, but the length of the study differed. This study took place over 5
both studies was that gratitude helped students to work better and have a more
positive outlook on what they were working with and what they were given. The
reason why the researchers did a second study was because the researchers felt that
if the study took place over a longer time, the students would benefit even more
There were several authors that took part in this survey. Jeffery Froh works for
Hofstra University in the Department of Psychology. Both Froh and Bono worked
equally on this study. Ciacomo Bono works for California State University in
Emmons works for the University of California, Davis. Emmons has worked on
several positive psychology studies that have been reviewed and even compared in
this current study. Katherine Henderson, Cheray Harris, and Heather Leggio all
work for Hofstra University as well. Henderson played a huge part in this study by
training the interns that went into the classroom to teach the intervention to the
I think that this study will be useful to my research since it works with students who
were in both fourth and fifth grades. The study also focuses on the effects of
gratitude for those students as the interventions are implemented into the
continuing my research.
Gregersen, T., MacIntyre, P.D., Finegan, K. H., Talbot., & Claman, S. (2014). Examining
353.
The purpose of this article was to examine the effects of implementing positive
education strategies into a second language class. The study focused on one student
in the class and a professor that taught the second language class. The study took
place over three weeks and implemented Three Good Things, Savoring, and Learned
Optimism. The student and professor were asked to write three positive
experiences from class down each day and record why these experiences were
positive. For the savoring activity, the student and professor were asked to reflect
on a positive experience that takes place and to write about how the experience
made them feel and how the participant would be able to experience this again in
the future. The third strategy the student and professor were asked to try out was
learned optimism. During this intervention, the two were required to write down
three experiences that took place throughout the day, write down their beliefs on
the event, how they interpreted the event, what the consequences of the event are,
and how the experience affected the participant. Although the study was short, there
were positive experiences between both, student and professor, about further
as well as Canada. Four of the authors work at the University of Northern Iowa,
Cedar Falls while the fifth author is apart of Cape Breton University, in Canada. The
fact that the authors are all working together to produce this article, even thought
the five are not all from the same university shows the passion about the topic that
each has. Throughout the article, the authors make the process used very well
known. The five authors even go in to detail about how there were limitations of the
In my personal opinion, I believe the way that the authors go about describing the
trial taking place in an excellent manner. The authors show examples of what the
two participants said during the intervention, which gives the reader a good idea of
how the interventions work. They also go in depth about how each intervention
would be performed. They lay it out in a way in which anyone would be able to carry
out in a trial. The one thing about this trial that I was not very fond of was the fact
that the trial only took place over a time period of three weeks. That, to me, doesn’t
give a long enough time to see if the interventions continued to be helpful and lead
to more positive experiences for the participants involved. I think the way the
research went about explaining these interventions will help my study out a great
deal. I will definitely come back and look at the intervention for my study.
Jiang, H., Sun, P., Liu, Y., & Pan, M. (2016). Gratitude and late adolescents’ school
well-being: the mediating role of materialism. Soc Indic Res, 127, 1363-1376.
questionnaires. The results showed that gratitude had a positive effect on school
well-being. The researchers found that the more grateful a student was, the less
motivated by extrinsic items and more motivated by intrinsic value. The results also
showed a difference in gratitude between girls and boys. Girls scored higher than
boys in gratitude.
Hongyan Jiang works for the School of Management at China University of Mining
and Technology. Peizhen Sun and Mengjie Pan both work for the Department of
Psychology at Jiangsu Normal University and Yeyi Liu works of Leeds University
Business School at the University of Leeds in the United Kingdom. With two of the
authors working for the Department of Psychology, it shows that the authors have
some background. It is interesting to see all four authors working together on this
I believe that this article could be of some value to me in my research. Showing the
relation between gratitude and well-being in a school setting proves that there is a
positive effect of having a positive outlook on school. I am not sure how the
materialism aspect of this article will help in my research study, but it is interesting
to see that students who are more grateful do not focus as much on the material
aspect of school. It was also interesting to learn the difference in genders and how
blessings can reduce the impact of daily stress. Journal of Happiness Studies,
17, 25-39.
The purpose of this article was to determine how gratitude and well-being
were paid $50 to participate in this study. The participants were randomly split in
half. Half of the participants were to journal about their daily lives and include what
they are grateful for, while the other half were supposed to journal just about their
daily lives and not include what they were grateful for. The study went on for 2
weeks and the researchers found a positive correlation with well-being and
gratitude.
The study took place in Poland with 58 community members that were also from
Poland. All of the authors work at universities in Poland, which include University of
College of William and Mary in Virginia, which shows multiple countries who have
I believe that this article would serve some use to me in my research process. I think
that showing the positive affects of gratitude and well-being in adults could have
was very clear and I could simplify some of the questions they were using to make
sense to fourth grade students. I think that the length of time the researchers spent
on this study was a good amount of time. I would try and push the time limit of the
study a little bit longer, maybe about four to six weeks to see if the longer amount of
Kumari’s article talked about the importance of teaching today’s youth about his or
her character strengths, values, and gratitude and implementing those into the
classroom. Throughout the article, Kumari goes in depth about multiple strengths
and how the strength can help students’ mindsets toward school be more positive.
Kumari also went in depth about how important gratitude is. Kumari even suggests
keeping a gratitude journal to remind each student of the positive events that
happen each day and relate those events to positivity in school. The main point of
the article was to state how important positive mindsets are in today’s society in
order to be successful.
Kumari is a Clinical Psychologist for Sangeeth Nursing Home in Kochi, Kerala. Being
a psychologist suggests that Kumari would be familiar with positive psychology and
implementing those skills and strategies into daily lives and education for children.
Working in a nursing home may give Kumari a chance to see how positive
psychology ranges from different age groups. Kumari sounds like a credible author
on this topic.
I think the literature behind this article is very helpful to my topic of research. There
were a lot of good quotes from several well-known psychologists that have studied
the field of positive psychology, including Seligman. It will be very helpful to me to
go back and look through the reference list on this article to continue to find
education. Although this article was mostly about higher education students, such as
college age, I think the points about how crucial it is to implement these
interventions will be helpful to students and people of all ages to have a more
This article was about understanding the concept of gratitude and knowing when it
interventions that are typically used in schools. The first was counting blessings,
where students list typically 3 good things that happened to them throughout the
day and expand on why the events happened. The second was gratitude journaling,
which is very similar to the first intervention. Gratitude journaling is where students
have a free form to write about what good is happening and why the student is
thankful for the events. The third intervention is gratitude visits, where students
write a letter to someone that they are thankful for and explain why they are
thankful for that person and then the students will deliver the letters in person to
the person that he or she is thankful for. The authors also argue that instead of
pushing the skills and interventions being taught on gratitude, teachers should teach
Blaire Morgan and Liz Gulliford both work in the School of Education at the
University of Birmingham. David Carr works for Moray House School of Education at
the Universiyt of Edinburgh. The two authors that are apart of the University of
Birmingham work specifically with the Jubilee Centre for Character and Virtues,
which explains why there is such a focus on gratitude. The authors try and see both
I think that this article will be interesting to go back and look at as I begin to write
my research paper. Having the viewpoints of both positive and negative outlooks
regarding gratitude will help shape my study. I find it useful to see both perspectives
before fully diving into my research. The authors also list several other authors in
their references that I have already had the opportunity to read, which shows that I
am on the right track with finding research that goes along with this topic of
Ouweneel’s article was a study that focused on thoughts of gratitude and acts of
kindness. The author wanted to see how the two positive interventions in daily lives
affected happiness towards academic context. The study took place over a week and
included both pre- and post- assessments. The participants were split into two
groups, one group focused on thoughts of gratitude where each day the participants
had to think of someone from his or her past or current education and think of how
grateful he or she was towards that person. On Monday the participants were asked
were asked to think of high school years. Wednesday the participants were
instructed to think about where the participant was currently enrolled in. On
Thursday the participants were asked to think back on a specific teacher from high
school, and on Friday the participants were asked to think of a teacher with whom
the participant currently had. The other half of the participants worked with acts of
kindness. Each day the participants were asked to pay attention to how he or she
interacted with those around them at the University. The participants were asked to
perform 5 acts of kindness per day and report on them in the evening and include
the responses the participant received from whoever they were kind to. The results
of the two studies showed that both positive interventions showed positivity toward
academics, but did not last long past when the study ended.
Ouweneel and Schaufeli both work for Utrecht University, which is located in the
Netherlands. Schaufeli specifically works for the Department of Psychology for the
University, which shows the authors passion behind this study. Le Blanc works at
Eindhoven University of Technology. Since both pre- and post- assessments took
place online in survey forms, the technology aspect may have come in hand while
I believe that this study will help in my line of research. It is very interesting to see
how the two positive interventions work to stimulate positive emotions toward
school and academics. However, it would be helpful to see how this study would
turn out if the researchers had performed this study for a longer amount of time. I
wonder if it would have lasted longer than a week, if the students had had more of a
Three Good Things is a technique encouraged to focus on the positive outcomes and
events of a day, rather than the negative. If an individual begins to get in the habit of
thinking about the three best things that happened during that day, the individual is
forced to see that good things actually happened, instead of just focusing on the
negatives. Through out this article it was said to make this process a routine so that
one will get in the habit of continually doing this exercise. The authors even gave an
example of working this strategy with children at the age of three. The three year
old was able to come up with three good things that happened throughout the day,
right before bed. The second night that the three year old was asked to reflect on
three good things that happened throughout that day showed how quickly the
strategy affected her mindset. She started having a conversation with a baby doll
and acted out the positives that happened throughout the day.
Dr. Jonathan Passmore works at the University of Evora in Portugal, while his
coauthor works for the University of Melbourne in Australia. The two authors do a
wonderful job of explaining what the activity of Three Good Things is. The authors
make it a point to show real life experiences with their children to show that this
activity can work with people of all ages. Based on prior knowledge from reading
Seligman’s book Flourish, I know that strategies of positive education and positive
I think that this article was perfect for the research I am thinking of working with. I
would love to see the activity of Three Good Things carried out by 9 and 10 year
olds in my fourth grade class, so the fact that the authors showed examples of how
this activity can work with young children shows me that it can be successful with
my students as well. While they do a great job of explaining what three good things
is, the article is rather short and could have shown more examples.
Poelker, K.E., & Kuebli, J.E. (2014). Does the thought count? Gratitude understanding
431-448.
In this study, the researchers were looking at two age groups to find empathy and
gratitude from children who were given situations where there were desirable gifts
and undesirable gifts. The researchers compared the two age groups to see the
difference between each. The younger age group consisted of first and second grade
students, while the older age group of children consisted of fourth and fifth grade
students. The students were each given 6 situations in which they received a
desirable gift or an undesirable gift and were then given a survey to reveal how each
student felt about the gift he or she was given. The students who were younger in
age and received a desirable gift were definitely grateful for what they received. The
younger students who received the undesirable gift were definitely unhappy with
what they received. The older students who received the undesirable gift took into
account the gift givers intentions and showed some gratitude in that sense.
Both Poelker and Kuebli work for Saint Louis University in the Department of
Psychology. Since the authors both work in the Department of Psychology, this
shows that each has a passion for understanding the positive interactions shown
with gratitude and empathy. The authors also make it a point to show the
interventions from an elementary perspective, which typically isn’t done. The two
point out in the article that this is a gap in positive education research.
I think that this article had some very interesting points about positive psychology
that is worked with students. I really enjoyed the fact that this article was written
about elementary aged students because it is rare to find studies of this age group
for positive interventions. I was also impressed that the students that participated
in this study were from local Catholic schools around the area, which is helpful to
The purpose of this article was to list strategies and interventions to help promote
positive wellbeing is to help with the way students are thinking about what is going
on in their daily lives. Anymore, students are taking help whenever it is offered to
them instead of trying to challenge the student and trying skills out on their own.
Some of the interventions that were listed to help increase self-regulation include:
appreciating people who have made a difference in your life, saying “thank you” and
actually realizing why the individual is thankful, savoring the beauty of life, thinking
outside the box and realizing what is truly a blessing in life, and writing gratitude
letters and actually delivering the letters to the person who it is for. These skills that
were previously listed in hopes to help students understand and better self-regulate
the positives in each individuals life. There were also strategies to increase
forgiveness in a students life, which include: working through the REACH model,
where a student Recalls the hurt, Empathizes with the person who hurt them, offer
Altruistic attitude of forgiveness, Commit to forgive, and Hold onto forgiveness, the
student could also write a forgiveness letter, but it is important that the writer does
not deliver the letter, it is meant for the writer to get out whatever is holding them
down and keeping them upset. This article only listed strategies to help with self-
regulation and forgiveness, but never saw how the strategies played out in real life.
The author of this article is Jayashree Sanghani, who works with Reach Beyond NGO
in India. The author has clearly done the research on each of the topics listed above.
There are sources for positive interventions from Seligman, who is known as the
pioneer of positive education. This shows that the author has really looked into the
topic written above. The author also introduces the concepts of positive psychology
and self-regulation and how the two concepts relate to make each work hand in
I think this article was written in a terrific way to encourage the reader to try out
strategies that were listed went into detail and gave examples of how each strategy
should work. For example, the strategy of thinking outside the box was given and
said to not only think about the obvious things in your life that you are grateful for,
like rainbows and butterflies, but also think of things like the mailman, who goes out
everyday to make sure your mail is properly delivered come rain or shine. Going in
depth like this really helps give you a visual about what is necessary in order to
understand and properly perform the interventions. Although the strategies were
great ideas to implement into a classroom, I do not believe this article is very
relevant to my study.
Seear, K.H., & Vella-Brodrick, D.A. (2012). Efficacy of positive psychology
The purpose of this article was to share the correlation of the Three Good Things
intervention and Best Possible Selves intervention to see how both will relate to
well-being. Three Good Things was when the participant listed three good things
that had happened to the participant throughout the day and explain why these
things happened. Whereas, Best Possible Selves was when the participant would
picture what their best possible self would be in a specific scenario. The participant
would picture what their life would be like if the best possible situation would
happen to them and then the participant would list how it would feel. Between the
two interventions, it seemed as if Best Possible Selves was the most useful.
According to the researchers, Three Good Things needed more time for the
participants to try out the intervention in order to see if there would be an increase
in well-being. This study consisted of 211 participants that were part of a larger
well-being study. The participants were to post the results from the study online
three times. The first time to post was for the pre-intervention, another time for the
post-intervention, and then the third time was for a follow up. Overall, the
researcher found that negative affect was reduced immediately after performing
Clayton, Australia. The two both work in the psychology and psychiatry department,
which shows that both researchers are passionate about finding an increase in well-
being. The researchers used quotes and information from Seligman who is huge in
positive education, which shows how credible the research study is.
I believe that this article will be very useful as I begin my research for my thesis. I
am very interested in the Three Good Things intervention, which is one of the main
interventions used in this article. I have learned that the amount of time in which
the researchers looked into this activity was not long enough, so it helps me to begin
gauging how long I would want to study the intervention when working in my study.
It also gave me some great ideas in implementing another strategy to improve well-
being, which was Best Possible Selves. I believe that this strategy could be useful
Seligman’s book, Flourish, gives a holistic view on positive psychology. Seligman lists
several ways to implement positive interventions into daily lives and shows how
each intervention can truly impact well-being in a positive way. Hunting the good
stuff promotes a ton of positivity in ones daily life. Each day, a person should find
three good things that happened to him or her and reflect on why those specific
things are good and why each event might have happened. When reflecting upon the
positivity in life, one can benefit positively in his or her health, sleep, relationships,
and perform better on daily tasks. This intervention can take place at any age and
can have the same benefits for all who participate in it.
the most well-known positive psychology researchers who has gone around the
world to share what he has learned and help implement the different positive
psychology interventions. Seligman has worked with groups like the military to
work with resilience and has shared his work with school systems to promote
positive well-being from an early age to help each student carry those skills with
This resource was part of the reason for how I came up with my intervention for my
research. Seligman is brilliant with his work and is the perfect resource to use in my
line of research. Each chapter in Flourish is useful to me as I continue to look into
classroom because it allows the students to be grateful each day for something and
to understand why those specific events happened. I believe that this intervention
will help students be successful in school and want to do their best each day. I
believe that this book will be very beneficial for my research from start to finish.
Shoshani, A. & Steinmetz, S. (2014). Positive psychology at school: a school-based
In this article, the researcher had 537 seventh- to ninth grade students that
There were also 501 participants who were in a control school. The two groups of
middle school students were compared to see if positive interventions have greater
effects on students’ mindsets. Demographics were also thrown into the study to see
how big of an impact demographics make on a student. The researcher found that
the students that were in the positive interventions group, showed decreases of
distress and a more positive outlook on his or her well-being. The study also showed
that the students who lived in a single-parent household had greater stress than
those who lived in a two-parent household, but the positive interventions did help
Anat Shoshani works for the School of Psychology at the Interdisciplinary Center
Herzliya in Israel. Working at the School of Psychology shows that Shoshani has an
interest in the positive psychology interventions that seem to be on the rise all over
the world. The fact that Shoshani is implementing these interventions in Israel,
show that the interventions being implemented into schools are on the rise and
done their research and have provided a huge list of references. I think that these
references will help me find more information on the topic of positive psychology
and implementing the interventions in schools. I also thought that the demographic
part of the study was very interesting to see how much of an impact the type of
household a student grows up in and how it can impact the students outlook on life.
As for the different surveys and questionnaires that are used in this study, I do not
know how useful they will be to my own study since I will be working with students
in an elementary school.
Sieberer-Nagler, K. (2016). Effective classroom-management & positive teaching.
The research study that was looked into for this study focused on effective
classroom management and positive teaching combined. The author was looking to
see how the collaboration of both ideas makes a teacher stand out. The research
about how classroom management and positive teaching leads to a very effective
classroom. The researcher used a questionnaire with 13 teachers and also made
personal observations of each of the 13 teachers that took part in this study. The
researcher found that younger teachers spend more time focusing on issues or
problematic behaviors that are going on in his or her classroom, rather than getting
the concept of the lesson across. Where as older teachers had effective classroom
management and did not have to spend as much time dealing with problems
because the problems were not happening as much for the older teacher. The
researcher states that students are more willing to learn when a teacher has a
positive relationship with them and when the students feel motivated to learn. If the
teacher comes across as engaged and excited to teach the lesson, the students will
Tyrol, in the Institute of Elementary and Primary Education. This shows that the
author is very passionate about the grade levels that Sieberer-Nagler looked into.
who work in the elementary education setting to show what is effective for students
to be successful.
I think that this article was very interesting and will help me out a great deal in my
positive teaching is what will help students to be engaged and excited about
This article is all about how positive well-being can lead to a happier life for young
people. In this study, there were 109 students in India who participated in three
questionnaires, the results were compared to see how positive well-being relates to
each participants happiness. The overall result was a positive correlation between
Singh, Salve, and Shjwal all work for the Department of Psychology at Savitribai
Phule Pune University. Incorporating positive well-being into the daily lives of
India’s youth, which makes up 50% of India’s population. It appears that the authors
I do not think that this article will help me with my research since it is talking
mostly about well-being and promoting life. The article does state that those with
positive well-being have a more positive outlook on academics. One thing I will take
away from this article is the literature about well-being, gratitude, and happiness
The focus in Sumantri and Whardani’s arcle is to see how job performance, meaning
elementary classroom setting. The authors hypothesize that both skills are crucial in
to teacher and takes time to plan out the lesson in depth for the students, the
teacher will be successful. If a teacher has motivation to do the job correctly and
puts forth the effort, the teacher will then succeed. The authors also proved that if
there is motivation to achieve and if the teacher understands the material in which
he or she is to teach the students, they will be successful. They were able to prove all
From what I have found out about Sumantri, he is from Indonesia and has his Ph.D
and has written a textbook titled Strategi Pembelajaran. Having a Ph. D is a huge
accomplishment, which shows that he has put in a lot of time and effort to get to
where he is today. The way that this information is presented invites the reader in
to learn how motivation to achieve and do well and professional competence work
together.
As a reader, I found the information given about this article to be very interesting. It
helps explain what qualities make a teacher successful. Understanding the material
and content that you present to your students is such an important step in teaching
the youth. If you don’t completely understand the information, how are the students
supposed to. I definitely will be taking some of the key feedback and comparing it to
my teaching profession, but I am not sure how useful this article will be for my
thesis.
Tian, L., Du, M., & Huebner, E.S. (2015). The effect of gratitude on elementary school
Tian, Du, and Huebner’s research article consisted of 706 Chinese elementary school
students who were asked series of questions over gratitude to see how it would
relate to subjective well-being. The study was tracking how gratitude specifically
aligned with school satisfaction, positive affect in school, and negative affect in
school. The students were given the Gratitude Questionnaire, which consists of 6
self-report items that students gauged themselves on. Overall, gratitude did have an
affect on how students felt about school. Surprisingly, boys ended up having an
increase in school performance after gratitude than girls did. The thought behind
this difference was that it is assumed that girls didn’t have much to improve on for
Tian works for the School of Psychology at South Chine Normal University. Since
Tian works for the School of Psychology, it can be assumed that the author is very
elementary aged students. Huebner works for the Department of Psychology at the
University of South Carolina, which also shows a passion for working with this
study.
I believe that this article will be beneficial to me as I work more towards my thesis.
The fact that this study was based around 4th through 6th grade students is perfect
when comparing my grade level. It also gives me an idea of how students around the
world react to implementing gratitude into daily life. Seeing that there was a
positive correlation with gratitude and subjective well-being in 4th through 6th grade
students gives me hope that my students will benefit from incorporating gratitude