Promoting Positive Psychology in Senior High School

Baotong Liu

doi:10.54097/ehss.v10i.6899

Authors

Baotong Liu

DOI:

https://doi.org/10.54097/ehss.v10i.6899

Keywords:

Psychology, Positive Psychology, High-school Education.

Abstract

Nowadays, many high school students face massive pressure from studying and have less time for them to sleep, which causes them to have mental issues that need to be solved, such as depression or anxiety. Previous research has established that positive psychology is associated with broad attention, creative thinking, and holistic thinking, whereas negative emotions restrict focus on narrow attention in high school students. Based on positive psychology, this paper discusses an effective method of solving this issue. This paper takes 100 senior high school students as research samples through a questionnaire survey and observation method analysis. It is found that the positive psychology curriculum has played a positive role in the education of senior high school students. It proves that positive psychology is applicable in high school classrooms, although some improvements need to be made. This paper could help high schools and other institutions that educate students under 15 to above 18 to figure out a method for them to reduce the likelihood of high school students having mental problems through positive education.

Downloads

Download data is not yet available.

References

Shannon Shldo, Amanda Thalji, John Ferron. Longitudinal academic outcomes predicted by early adolescents' subjective well-being, psychopathology, and mental health status yielded from a dual factor model. Journal of Positive Psychology, 2011, 6(1), 17-30.

Sh, J. M., Williams, P., O’Connor, M., & Robinson, J. (2013). An applied framework for positive education. International Journal of Wellbeing, 3(2), 147-161.

Andrew Howell. Flourishing: Achievement-related correlates of students' well-being. Journal of Positive Psychology, 2009, 4(1), 1-13.

Barbara L. Fredrickson, Christine Branigan. Positive emotions broaden the scope of attention and thought action repertoires. Cognition and Emotion, 2005, 19(3), 313-332.

Jacolyn M. Norrish, Paige Williams, Meredith O’Connor, Justin Robinson. An applied framework for positive education. International Journal of Wellbeing, 2013, 3(2), 147-161.

Carlos A. Estrada, Alice M. Isen, Mark J. Young. Positive affect improves creative problem solving and influences reported source of practice satisfaction in physicians. Motivation and Emotion, 1994, 18, 285–299.

Julius Kuhl. A functional-design approach to motivation and self-regulation: the dynamics of personality systems interactions, in: M. Boekaerts, P.R. Pintrich & M. Zeidner (Eds), Handbook of self-regulation (San Diego, Academic Press), 2000, 111–169.

Martin E. P. Seligman, Randal M. Ernst, Jane Gillham, Karen Reivich, Mark Linkins. Positive education: positive psychology and classroom interventions. Oxford Review of Education, 2009, 35(3), 293-311.

J. M., Williams, P., O’Connor, M., & Robinson, J. An applied framework for positive education. International Journal of Wellbeing, 2013, 3(2), 147-161.

Ben-Shahar, T., Happier London, McGraw-Hill Education, 2008.