Positive Education and the New Prosperity: Exploring Young People's Conceptions of Prosperity and Success

Autor/inn/en	Trask-Kerr, Kylie; Chin, Tan-Chyuan; Vella-Brodrick, Dianne
Titel	Positive Education and the New Prosperity: Exploring Young People's Conceptions of Prosperity and Success
Quelle	In: Australian Journal of Education, 63 (2019) 2, S.190-208 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Trask-Kerr, Kylie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0004-9441
DOI	10.1177/0004944119860600
Schlagwörter	Positive Attitudes; Quality of Life; Well Being; Success; Adolescents; Adolescent Attitudes; Definitions; School Activities; Intervention; High School Students; Grade 10; Social Justice; Direct Instruction; Private Schools; Foreign Countries; Life Satisfaction; Psychological Patterns; Interpersonal Relationship; Living Standards; Australia + Suchen Sie Ihr Suchwort? Lebensqualität; Well-being; Wellness; Wohlbefinden; Erfolg; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Begriffsbestimmung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Soziale Gerechtigkeit; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Private school; Privatschule; Ausland; Lebensvollendung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Lebensstandard; Australien
Abstract	Positive psychology and positive education aim to broaden the definition of prosperity and success to include well-being. This qualitative study sought to explore whether students in a school with a school-wide approach to positive education expressed different ideas about prosperity and success than students who have not received explicit positive education training. Using thematic analysis techniques and with reference to Seligman's PERMA and Cummins' Personal Well-being Index (PWI) frameworks, the writing tasks of 205 Year 10 students were analysed. Results showed that positive education students attributed success and prosperity to relationships more frequently than students who had not participated in the positive education programme, and discussed money as indicative of success less frequently. Social equity, health and collective well-being did not feature prominently in positive education students' responses, suggesting potential for further development of positive education programmes to promote these elements of prosperity and engender a more social definition of success. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01