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The Relationships between Positive Psychology and the Teaching and Learning...
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The Relationships between Positive Psychology and the Teaching and Learning Process

A special issue of Sustainability (ISSN 2071-1050). This special issue belongs to the section "Health, Well-Being and Sustainability".

Deadline for manuscript submissions: closed (30 September 2022) | Viewed by 30619

Special Issue Editors

Prof. Dr. Amador Jesús Lara Sánchez

E-Mail Website
Guest Editor
Department of Didactics of Body Expression, University of Jaen, Jaen, Spain
Interests: didactics; physical education; games and alternative sports
Special Issues, Collections and Topics in MDPI journals
Prof. Dr. Manuel Castro Sanchez

E-Mail Website
Guest Editor
Department of Didactics of Musical, Plastic and Body Expression, University of Granada, 52005 Melilla, Spain
Interests: mediterranean diet; public health; nutrition; obesity; epidemiology; diet; nutrition and sports; child nutrition; psychology
Special Issues, Collections and Topics in MDPI journals
Prof. Dr. Ramón Chacón Cuberos

E-Mail Website
Guest Editor
Department of Research Methods and Diagnosis in Education, University of Granada, 18071 Granada, Spain
Interests: Mediterranean diet; public health; nutrition; education; psychology
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

Education represents a basic tool for the socio-cultural and professional development of people, being present during various vital stages of the individual in formal and non-formal educational contexts. The educational systems of most countries have focused on a perspective centered on school achievement, in such a way that academic performance has represented the main indicator of success in all educational stages: elementary and secondary education, and university. Nevertheless, as of the first decade of the 21st century, the focus is being placed on the different elements that condition the student's learning process, such as the school climate, the teaching methodology or the available resources, since these are associated with a good academic performance. Moreover, current scientific literature has begun to emphasize various factors that condition the well-being of the student in the learning process, with many of the elements of positive psychology gaining great strength. Therefore, those students who present deep learning approaches, as well as a greater development of learning strategies, not only have better academic performance, but are more motivated, have more self-esteem and better manage emotions in academic contexts.

This Special Issue aims to explore the current state of this outlook, delving into the current relationships between elements of positive psychology and the learning processes in different educational stages. The objective is to shed light on these topics of great interest, giving visibility to all those studies that show how the work of positive psychology favors the learning process. Among the elements to be addressed within this field are self-concept and self-esteem, motivational development, emotional intelligence and the development of social skills. Furthermore, this Special Issue is open to review, descriptive, or experimental studies that contribute new knowledge to this area, as well as new methodological proposals related to new educational processes aiming for the improvement of well-being and learning processes in school and higher education. This Special Issue will focus on this issue and its solutions, what our current state of knowledge is, and possible future directions for promoting the responsible and sustainable educational practices associated with positive psychology in the educational field.

Dr. Amador Jesús Lara Sánchez
Prof. Dr. Manuel Castro Sanchez
Prof. Dr. Ramón Chacón Cuberos
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Sustainability is an international peer-reviewed open access semimonthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2400 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • motivation
  • self-esteem
  • emotional intelligence
  • learning strategies
  • academic achievement
  • learning approaches

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Published Papers (7 papers)

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Research

15 pages, 308 KiB  
Article
Developing the Emotional Intelligence of Millennial Students: A Teaching Strategy
by Oana-Andreea Ghita-Pirnuta and Laura Cismaru
Sustainability 2022, 14(21), 13890; https://doi.org/10.3390/su142113890 - 26 Oct 2022
Cited by 1 | Viewed by 1963
Abstract
The contemporary world is facing a real crisis due to the depletion of basic resources, consumerism and the unprecedented proliferation of physical and mental diseases that are caused by unhealthy nutrition and eating habits. The training of future specialists in the food industry [...] Read more.
The contemporary world is facing a real crisis due to the depletion of basic resources, consumerism and the unprecedented proliferation of physical and mental diseases that are caused by unhealthy nutrition and eating habits. The training of future specialists in the food industry with a high level of emotional intelligence, responsible both for themselves and for others, can be a useful strategy for getting out of the crisis. This was the general objective of the present research, whose statistical hypotheses aimed at increasing the level of empathy of students enrolled in two academic programs of study in the food industry by introducing four consumer psychology modules targeting emotional awareness and moral identity. The applied experimental treatment consisted of the students going through the activities of the four modules, with each module having a triarchic structure: teaching–self-testing–reflective writing. The design used was quasi-experimental, with a single group taking a pretest–posttest measurement. The results obtained support previous research efforts that had the same objective—to contribute to increasing millennial students’ levels of empathy and awareness of their own emotions. Additionally, using the pedagogical techniques of self-testing and reflective writing proved useful in achieving the set objective. Full article
(This article belongs to the Special Issue The Relationships between Positive Psychology and the Teaching and Learning Process)
17 pages, 1111 KiB  
Article
Scaffolding Matters? Investigating Its Role in Motivation, Engagement and Learning Achievements in Higher Education
by Elizabeth Acosta-Gonzaga and Aldo Ramirez-Arellano
Sustainability 2022, 14(20), 13419; https://doi.org/10.3390/su142013419 - 18 Oct 2022
Cited by 11 | Viewed by 5032
Abstract
In higher education, students’ engagement plays an essential role in determining learning success. Several studies have focused on identifying the relationship between engagement and learning achievements. However, comprehensive studies that include engagement, motivation, and scaffolding have yet to be performed. This article introduced [...] Read more.
In higher education, students’ engagement plays an essential role in determining learning success. Several studies have focused on identifying the relationship between engagement and learning achievements. However, comprehensive studies that include engagement, motivation, and scaffolding have yet to be performed. This article introduced a concept of metacognitive and learning engagement based on the frontiers between metacognition and cognition previously established in the literature. A conceptual model including cognitive, behavioural, emotional, scaffolding, and motivation and the two new definitions (metacognitive and learning engagement) was proposed and validated in 220 university students using structural equation modelling. The findings support the conjecture that cognitive engagement is directly influenced by metacognitive engagement. Learning engagement is influenced by cognitive engagement, and all of them are triggered by motivation. Furthermore, scaffolding enhances emotional engagement. Teachers’ support fosters students’ emotions of being enthusiastic, interested in class, joyful in learning activities, and proud of their learning achievements. Full article
(This article belongs to the Special Issue The Relationships between Positive Psychology and the Teaching and Learning Process)
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19 pages, 306 KiB  
Article
The Attitudes of Teachers towards Disadvantaged Young Students: Israel–Romania Comparative Analysis
by Pazit Levi-Sudai and Gabriela Neagu
Sustainability 2022, 14(19), 12468; https://doi.org/10.3390/su141912468 - 30 Sep 2022
Cited by 1 | Viewed by 1870
Abstract
The aim of this article is to identify and analyze the attitudes of teachers toward disadvantaged young students (DYS) in two different social, economic, and cultural contexts: Israel and Romania. In terms of methodology, we used a qualitative method—focus group—for data collection. Focus [...] Read more.
The aim of this article is to identify and analyze the attitudes of teachers toward disadvantaged young students (DYS) in two different social, economic, and cultural contexts: Israel and Romania. In terms of methodology, we used a qualitative method—focus group—for data collection. Focus groups were organized around open-ended questions that were designed to encourage teachers to reflect on the situation of DYS and their attitudes towards them. From a theoretical point of view, our analysis began with the description of the meanings of four central concepts: attitude, educational integration, inclusive education, and DYS. The results of our research confirmed the fact that knowledge, feelings, and behaviors are widely recognized as the three pillars of teachers’ attitudes towards DYS. Through the comparative analysis of two different educational systems, we highlighted that teachers’ attitudes towards DYS can be influenced by structural elements—level of socioeconomic development, and historical and cultural specificity—but also by individual elements: the training of teachers to work in different educational contexts, the level of support received, and the type of school. The results of this research can represent a source of relevant information for the policies and practices of quality education for all. Full article
(This article belongs to the Special Issue The Relationships between Positive Psychology and the Teaching and Learning Process)
12 pages, 1309 KiB  
Article
Potential Implications of Optimism and Mental Health for the Independent Learning of Chinese University Students
by Dong Yang, Usaporn Swekwi, Xiao Dai and Chia Ching Tu
Sustainability 2022, 14(17), 10602; https://doi.org/10.3390/su141710602 - 25 Aug 2022
Viewed by 1899
Abstract
This study investigated the potential implications of optimism and mental health in promoting independent learning among Chinese university students using a theoretical model related to loneliness, optimism, mental health, independent learning, and academic achievement and the relationships between them. Valid data were obtained [...] Read more.
This study investigated the potential implications of optimism and mental health in promoting independent learning among Chinese university students using a theoretical model related to loneliness, optimism, mental health, independent learning, and academic achievement and the relationships between them. Valid data were obtained from 509 participants from four universities in Wuhan, China, through a questionnaire with five-point Likert scales specific to loneliness, optimism, mental health, independent learning, and academic achievement in September 2021. These data were used to construct models to test measurement validity and mediating mechanisms through structural equation modeling. The results revealed that loneliness influences mental health, thereby influencing the academic achievement of Chinese university students, and optimism can reduce the partial negative effect of loneliness on students’ mental health. Good mental health can support independent learning to promote academic achievement. This study provides recommendations for university managers to promote independent learning among Chinese university students. Full article
(This article belongs to the Special Issue The Relationships between Positive Psychology and the Teaching and Learning Process)
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10 pages, 275 KiB  
Article
Authoritative Parenting Style and Proactive Behaviors: Evidence from China?
by Ting Nie, Qiao Yan and Yan Chen
Sustainability 2022, 14(6), 3435; https://doi.org/10.3390/su14063435 - 15 Mar 2022
Cited by 8 | Viewed by 10107
Abstract
Parenting style plays an important role in children’s development. This study examines the influence mechanism of authoritative parenting style on individuals’ proactive behavior. We propose a chain mediation model for the linkage between authoritative parenting style and proactive behavior through self-esteem and growth [...] Read more.
Parenting style plays an important role in children’s development. This study examines the influence mechanism of authoritative parenting style on individuals’ proactive behavior. We propose a chain mediation model for the linkage between authoritative parenting style and proactive behavior through self-esteem and growth mindset. Based on a survey of 388 undergraduate students in coastal areas of China, we find a significant positive impact of authoritative parenting style on college students’ proactive behavior. In addition, our study provides evidence of a chain mediation effect on the relation among authoritative parenting style, self-esteem, growth mindset, and proactive behavior. Our results suggest that under authoritative parenting, individuals can stimulate more proactive behaviors by improving their self-esteem and developing their growth mindset. Full article
(This article belongs to the Special Issue The Relationships between Positive Psychology and the Teaching and Learning Process)
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12 pages, 692 KiB  
Article
Validation of the Perceptions of Inclusion Questionnaire including PE Teachers’ Opinion as Part of an Innovative Use of the Tool
by Anna Zwierzchowska, Karolina Kostorz, Barbara Rosołek and Edyta Tomińska-Conte
Sustainability 2022, 14(6), 3241; https://doi.org/10.3390/su14063241 - 10 Mar 2022
Cited by 6 | Viewed by 2420
Abstract
The aim of the study was to validate the Polish version of the Perceptions of Inclusion Questionnaire (PIQ) for the first time. The analysis included not only pupils, parents/legal guardians, and teachers but also physical education teachers, which is an innovative solution proposed [...] Read more.
The aim of the study was to validate the Polish version of the Perceptions of Inclusion Questionnaire (PIQ) for the first time. The analysis included not only pupils, parents/legal guardians, and teachers but also physical education teachers, which is an innovative solution proposed by the authors. The sample consisted of 448 respondents. Confirmatory factor analysis showed that the tested model corresponding to the construct proposed by the PIQ authors did not have good fit indicators (χ2/df = 7.73; CFI = 0.855; SRMR = 0.103; RMSEA = 0.123). The three-factor structure of the questionnaire was confirmed by the eigenvalues obtained for each extracted factor based on the Kaiser criterion and the scree plot based on the Cattella criterion. All three factors showed satisfactory levels of reliability (Cronbach’s alpha > 0.7). The conditions of convergent and discriminant validity for the construct were confirmed. However, Horn’s parallel analysis showed that the optimal number of factors is 4. Therefore, the research presented here should constitute a starting point for further analyses. It is recommended that research teams should conduct further scientific exploration of the PIQ tool in four perspectives, i.e., including PE teachers’ opinions. Full article
(This article belongs to the Special Issue The Relationships between Positive Psychology and the Teaching and Learning Process)
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18 pages, 616 KiB  
Article
Work Values Predict Job Satisfaction among Chinese Teachers during COVID-19: The Mediation Role of Work Engagement
by Antony Fute, Mohamed Oubibi, Binghai Sun, Yueliang Zhou and Weilong Xiao
Sustainability 2022, 14(3), 1353; https://doi.org/10.3390/su14031353 - 25 Jan 2022
Cited by 25 | Viewed by 6076
Abstract
Teachers’ job satisfaction is a prominent aspect that determines workplace well-being and job performance. With the outbreak of COVID-19, changes in the teaching process have emerged (e.g., the shift to online classes and an increase in teaching hours), which might be affecting job [...] Read more.
Teachers’ job satisfaction is a prominent aspect that determines workplace well-being and job performance. With the outbreak of COVID-19, changes in the teaching process have emerged (e.g., the shift to online classes and an increase in teaching hours), which might be affecting job satisfaction. A closer look at predictors of teachers’ job satisfaction and the level to which they have influenced teaching satisfaction during the period of COVID-19 pandemic is very important. This survey involved a sample of 2886 Chinese teachers to examine the effects of teachers’ work values on their job satisfaction through the mediating role of work engagement. The analysis by SPSS 25 and PROCESS for SPSS software was run, and the results showed a strong effect of teachers’ work values on job satisfaction (β = 0.203, SE = 0.203, p < 0.01) and of work values on job satisfaction through the mediating role of work engagement (β = 0.204, SE = 0.017, p < 0.01). From the correlation analysis, work values strongly correlated with work engagement (r = 0.499, p < 0.01) and job satisfaction (r = 0.360, p < 0.01). Teachers’ work values and work engagement played a predicting role on job satisfaction among Chinese teachers during this period of the COVID-19 pandemic. Full article
(This article belongs to the Special Issue The Relationships between Positive Psychology and the Teaching and Learning Process)
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