King / Caleon / Bernardo Positive Psychology and Positive Education in Asia

Understanding and Fostering Well-Being in Schools
1. Auflage 2023
ISBN: 978-981-99-5571-8
Verlag: Springer Singapore
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 389 Seiten, eBook

Reihe: Positive Education

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.

Zielgruppe

Research

Autoren/Hrsg.

King, Ronnel B.

Caleon, Imelda Santos

Bernardo, Allan B. I.

Inhaltsverzeichnis

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 HUANGChapter 3 Feedback orientation and learning-related academic emotions: An exploratory study in Filipino university students Cherry FRONDOZO & Lan YANGChapter 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-beingChapter 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 XUEChapter 8 Promoting autonomy support in an Asian context: A tale of two teachers Bick Har LAMChapter 9 Need support and need satisfaction in Arabic language classes in Japanese universities from the viewpoint of self-determination theory  Katsunori SUMI  & Akiko SUMIChapter 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 FONGChapter 14 Multi-tiered well-being interventions: Envisioning a model for prevention and remediation Stefanie CHYE, Anuradha DUTT, & Yvonne SENGChapter 15 Shared book reading and children’s social-emotional learning in Asian schools He SUN, Siew Chin NG, & Aris PEHChapter 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-beingChapter 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 KIBEChapter 19 Positive Psychology for Fostering Flourishing of Children and Adolescents: Insights from Israel Tammie RONEN 

Chapter 20: Epilogue

Über Autor(innen)

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.