Search results

1

Editorial

100%

MacIntyre P. D., Gregersen T.

Studies in Second Language Learning and Teaching

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2014

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vol. 4

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issue 2

149-152

2

STUDIES OF POSITIVE PSYCHOLOGY IN HUNGARIAN JOURNALS AND BOOKS (2000-2011)

51%

Magyaródi T.

Magyar Pszichologiai Szemle (Hungarian Psychological Review)

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2012

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vol. 67

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issue 1

183-191

EN

The author reviews the publications on positive psychological topics on the basis of 6 important professional journals and books published in the last 10 years..

3

The compatibility of positive psychology and the Ludic strategy in foreign language education

51%

Siek-Piskozub T.

Glottodidactica

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2016

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vol. 43

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issue 1

97-106

EN

The Ludic strategy, an approach to foreign language teaching (FLT), popularised by the present author since the 1990’s which acknowledges the value of a humanistic approach, yet also emphasises an emergence of positive feelings, while engaging in the ludic tasks for FLT purposes, is in line with the claims of positive psychology. For the analysis the most popular model of the well-being theory, Seligman’s PERMA model will be used. Referring to research in FLT on language competence, I will analyse the benefits of applying LS in the FL classroom, and by using the PERMA model I will show that LS can be treated as a useful tool for FLT congruent with the claims of positive psychology, and that the model can be used in planning FLT research.

4

Using Character Strengths to Address English Writing Anxiety

51%

Gregersen T., MacIntyre P. D., Buck R.

Theory and Practice of Second Language Acquisition

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2021

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vol. 7

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issue 2

11-35

EN

Positive psychology has been introduced to the applied linguistics literature with the broad goal of improving the experience of language learners and teachers through a variety of interventions (MacIntyre & Mercer, 2014; Gabryś-Barker & Gałajda, 2016). “The aim of positive psychology is to catalyze a change in psychology from preoccupation only with repairing the worst things in life to also building the best qualities in life” (Seligman &Csikszentmihalyi, 2000, p. 5). One significant contribution of this young field has been a series of empirically-tested positive psychology interventions (PPIs) that have been shown to increase positive emotion, reduce distress, and/or improve well-being (Seligman, Steen, Park, & Peterson, 2005; Sin & Lyubormirsky, 2009). In the present research, we examine one application of a PPI involving a focus on using character strengths as a way to address language anxiety. Through a case study analysis, we demonstrate the ways that this intervention was beneficial for the student.

5

About positive psychology - between light and shadow

51%

Jelonkiewicz I.

Problemy Opiekuńczo-Wychowawcze

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2020

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vol. 586(1)

12-26

EN

The article discusses the history and development of positive psychology - a new psychological discipline emerged at the end of the 20th century. The sources and philosophical foundations of positive psychology associated with the existential approach and humanistic psychology are presented. The specificity of this new field based on a strict, scientific and empirical way of studying human behaviour was characterized. The most important definitions of well-being were reviewed and possible changes in well-being under the influence of adverse life events were analysed. The application use of positive psychology is visible in the dynamically developing field of positive psychological interventions that improve people's functioning. Information illustrating the relationship between experienced emotions and the functioning of the nervous system was also presented. The literature of the subject includes articles questioning the novelty and usefulness of the idea of positive psychology and critically assessing the achievements of the new discipline. Currently, the second wave positive psychology (SWPP) is developing, which tries to balance the positive and negative aspects of people's lives. An illustration of this dialectical process is the metaphor of the mixing of light and darkness. Nowadays, positive psychology can be understood as a movement of scientific and intellectual change broadening the horizons of science.

6

Slow movement, psychologia pozytywna i dobrostan wobec społecznych wyzwań konsumeryzmu. Czy dobra niepozycjonujące mogą stać się wyznacznikiem prestiżu

51%

Kozłowski T.

Kultura i Edukacja

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2014

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issue 3(103)

263-287

EN

Positive psychology successfully takes the first steps to explain what makes people happy, drawing on the tradition of twentieth-century psychology, as well as evolutionary psychology and neuropsychology. In addition, its statements seem to resonate with the philosophical tradition of Far East, which sources of happiness and well-being sees apart from the ‘self ’, denying the individualistic desires connected to the satisfaction of vain ego that demands – metaphorically speaking – honors and immediate pleasure. However, with its ideas positive psychology perfectly fits into current commercial philosophy of ‘slow movement’, which encourages people to find joy in everyday activities, focus on self-development, derive satisfaction from small pleasures, cultivate their hobbies and social contacts. Because ‘slow movement’ is firmly connected with the specific kind of market, therefore, though positive psychology suggests distancing from the issues of material problems, it becomes – as if in spite of itself – another positioning value, which only determines the status of individuals.

7

Examining emotional intelligence within the context of positive psychology interventions

51%

Gregersen T., MacIntyre P. D., Finegan K. H., Talbot K., Claman S.

Studies in Second Language Learning and Teaching

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2014

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vol. 4

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issue 2

327-353

EN

Emotional intelligence has not been widely studied in second language acquisition and studies published to date have been questionnaire-based. In this study we take a qualitative approach to focus on how emotional intelligence is used by two participants, one a learner and the other a pre-service teacher. The two focal participants were selected because they showed the most positive movement toward attaining their possible future L2 selves among a larger sample. Analysis shows the ways in which four branches of emotional intelligence inter-acted as respondents worked with three activities adapted from the literature on positive psychology: savouring, three good things, and learned optimism. This paper shows how both the learner and teacher employed emotional intelligence to understand and integrate their experiences inside and outside the classroom as part of the language learning and teaching process.

8

Znaczenie i rozwój psychologii nadziei w ujęciu Charlesa Richarda Snydera

51%

Kwiatek P.

Seminare. Poszukiwania naukowe

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2012

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vol. 31

157-170

EN

What is hope, does it belong to any cognitive structure of the mind or rather is it a kind of human feeling? The aim of this paper is to describe the theory of hope according to C.R. Snyder (1944–2006). This contemporary point of view has provided a lot of inspiration for many studies in a variety of different fields. Undoubtedly, the reality of hope has a big impact on educational performance, health condition, stress management and adaptive skills. It is not only a life-line in times of emergency or strife, when humans have to cross some difficulties in life, but it is also the daily force to live in the present. Hope according to Snyder is a three dimensional construct of the integrated cognitive process (willpower, waypower and goal direction). The applicability and power of this construct lies in its potential to change the general level of hope in individual lives and social groups, not just in the future, but in the present.

9

Is learning really just believing? A meta-analysis of self-efficacy and achievement in SLA

51%

Goetze J., Driver M.

Studies in Second Language Learning and Teaching

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2022

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vol. 12

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issue 2

233-259

EN

The positive psychology movement (Seligman, 1998) has contributed to the proclamation of a positive turn in second language acquisition (SLA) (MacIntyre et al., 2016). Within the context of individual differences, self-efficacy (Bandura, 1997), an individual’s judgment of their capability to achieve goals, has gained particular interest in language learning (e.g., Lake, 2013). The present study meta-analyzes a body of research that has investigated the relationship between second language (L2) self-efficacy and L2 achievement by exploring 1) reporting practices in this domain, 2) the strength and direction of the relationship, and 3) the effects of moderator variables on the self-efficacy-achievement link. A comprehensive literature search uncovered 37 studies, which contributed to a total of 40 independent samples (N = 23,050). The average observed effect in the sample was r = .46. A moderator analysis showed systematic variations in the effect size for learners’ first language, target language, proficiency level, and both self-efficacy and achievement type. We discuss our findings with respect to theoretical constructs and methodological practices and suggest implications for L2 pedagogy and future research into self-efficacy in SLA.

10

Polska adaptacja kwestionariusza do pomiaru mocnych stron charakteru International Personality Item Pool–Values in Action (IPIP-VIA). Wyniki wstępne

51%

Najderska M., Cieciuch J.

Studia Psychologica

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2013

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issue 13/1

65-83

EN

In 2004 Peterson and Seligman presented their concept of virtues and 24 character strengths which are widely-valued positive characteristics considered to be important for achieving a good, happy life (Peterson, Seligman, 2004). For their measurement Peterson and Seligman (2004) developed Values in Action – Inventory of Strengths (VIA-IS). As a part of his International Personality Item Pool project (ipip.ori.org), Goldberg developed his own measurement of Peterson and Seligman’s character strengths, which differs from VIA-IS for example in its open access form. Research on Polish version of the International Personality Item Pool – Values in Action questionnaire (IPIP-VIA) was conducted on a sample of N = 908 adults. It proved satisfactory psychometric properties of the tool. High or satisfactory reliability for all the scales measuring character strengths was achieved. Validity of the tool was tested by comparing sex differences obtained in research with a Polish version of the IPIP-VIA and the results of studies conducted in the UK with the VIA-IS questionnaire.

11

When Language Anxiety and Selective Mutism Meet in the Bilingual Child: Interventions from Positive Psychology

51%

Leacox L., Meza M. V., Gregersen T. S.

Theory and Practice of Second Language Acquisition

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2016

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vol. 2

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issue 2

EN

Abstract: Selective mutism is more common than initially thought and afflicts immigrant language minority children at approximately three times the rate of monolinguals (Toppelberg, Tabors, Coggins, Lum, & Burgers, 2005). Children who have developmental language and/or articulation problems and children who are quiet due to anxiety or concerns about accents and limited fluency can suffer from selective mutism. This case study examines the efficacy of interdisciplinary treatment with three positive psychology interventions to treat an eight-year-old Spanish-English bilingual child with selective mutism. Pet-assistance therapy, music therapy, and laughter therapy were incorporated into the child’s speech-language therapy sessions to increase verbal productions across 14 weeks. Results indicated that pet-assisted therapy revealed positive outcomes, with modest gains for music and laughter. Implications of outcomes, collaboration, and conclusions are discussed.

12

Examining emotional intelligence within the context of positive psychology interventions

51%

Gregerson T., MacIntyre P. D., Hein Finegan K., Read Talbot K., Claman S. L.

Studies in Second Language Learning and Teaching

|

2014

|

vol. 4

|

issue 2

327-353

EN

Emotional intelligence has not been widely studied in second language acquisition and studies published to date have been questionnaire-based. In this study we take a qualitative approach to focus on how emotional intelligence is used by two participants, one a learner and the other a pre-service teacher. The two focal participants were selected because they showed the most positive movement toward attaining their possible future L2 selves among a larger sample. Analysis shows the ways in which four branches of emotional intelligence inter-acted as respondents worked with three activities adapted from the literature on positive psychology: savouring, three good things, and learned optimism. This paper shows how both the learner and teacher employed emotional intelligence to understand and integrate their experiences inside and outside the classroom as part of the language learning and teaching process.

13

Positive institutions: Case study

45%

Budzińska K.

Theory and Practice of Second Language Acquisition

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2018

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vol. 4

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issue 2

EN

Positive psychology was founded on three main pillars: positive emotions, positive character traits associated with good living and positive institutions that create conditions for students to flourish (Seligman and Csikszentmihalyi, 2000). Nevertheless, the research in psychology so far has been concentrating on positive emotions and character strengths. Enabling institutions have been the least well studied of the three pillars. A salient additional perspective, as MacIntyre and Mercer (2014) propound, would be to concentrate on the context in which students can experience enjoyment and flourish in foreign language learning. I try to fill the niche by analyzing a language school in the further education context in Poland which seems to be a positive institution. I base my study around the two criteria: enabling success and promoting positive language learning environments or student well-being. The language school is analysed from three different angles: physical, pedagogical and psychological by means of an ethnographical research method and participant observation. The study is carried out in order to answer the research question: Can the school be labelled as a positive institution? The results demonstrate that the institution enables success as well as provides a positive learning environment and thus could be regarded as positive. The study is hoped to have contributed to positive psychology research by demonstrating what it means to be a positive institution in practice.

14

Przeszkody i strategie rozwoju wdzięczności w świetle współczesnych badań psychologicznych

45%

Kwiatek P.

Seminare. Poszukiwania naukowe

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2012

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vol. 32

151-163

EN

Every human being has some experience of giving and receiving. Although this is a universal reality which exceeds culture, religion and ethnicity, it is only recently that research has begun to focus on the subject of gratitude. This article seeks to analyze gratitude from the perspective of modern psychological research. Specifically, it examines obstacles to the expression of gratitude and suggests strategies to enhance it. The research literature clearly supports the important role that gratitude plays in many areas of life, especially with regard to well-being, health, coping with stress, and cultivating pro-social relationships. It is very important to know what contributes to disturbances in experiencing and expressing gratitude, as well as factors that enhance it.

15

Introducing positive psychology to SLA

45%

MacIntyre P. D., Mercer S.

Studies in Second Language Learning and Teaching

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2014

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vol. 4

|

issue 2

153-172

EN

This paper introducespositive psychology to the study of language by describing its key tenets.

16

What can we learn about strategies, langugae learning, and life from the two extreme cases: The role of well-being theory

45%

Oxford R. L.

Studies in Second Language Learning and Teaching

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2014

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vol. 4

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issue 4

593-615

EN

This article presents two foreign or second language (L2) learner histories representing the extreme ends of the spectrum of learner well-being. One story reflects the very positive learning experiences of a highly strategic learner, while the other story focuses on a less strategic learner’s negative, long-lasting responses to a single traumatic episode. The theoretical framework comes from the concept of well-being in positive psychology (with significant adaptations). In addition to contrasting the two cases through the grounded theory approach, the study suggests that the adapted well-being framework is useful for understanding L2 learning experiences, even when the experiences are negative.

17

What we can learn about strategies, language learning, and life from two extreme cases: The role of well-being theory

45%

Oxford R. L.

Studies in Second Language Learning and Teaching

|

2014

|

vol. 4

|

issue 4

593-615

EN

This article presents two foreign or second language (L2) learner histories representing the extreme ends of the spectrum of learner well-being. One story reflects the very positive learning experiences of a highly strategic learner, while the other story focuses on a less strategic learner’s negative, long-lasting responses to a single traumatic episode. The theoretical framework comes from the concept of well-being in positive psychology (with significant adaptations). In addition to contrasting the two cases through the grounded theory approach, the study suggests that the adapted well-being framework is useful for understanding L2 learning experiences, even when the experiences are negative.

18

Introducing positive psychology to SLA

45%

Mercer S., MacIntyre P. D.

Studies in Second Language Learning and Teaching

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2014

|

vol. 4

|

issue 2

153-172

EN

Positive psychology is a rapidly expanding subfield in psychology that has important implications for the field of second language acquisition (SLA). This paper introduces positive psychology to the study of language by describing its key tenets. The potential contributions of positive psychology are contextualized with reference to prior work, including the humanistic movement in language teaching, models of motivation, the concept of an affective filter, studies of the good language learner, and the concepts related to the self. There are reasons for both encouragement and caution as studies inspired by positive psychology are undertaken. Papers in this special issue of SSLLT cover a range of quantitative and qualitative methods with implications for theory, research, and teaching practice. The special issue serves as a springboard for future research in SLA under the umbrella of positive psychology.

19

Self-determination, positive psychology, and disability

45%

Wehmeyer M. L.

Człowiek - Niepełnosprawność - Społeczeństwo

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2014

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issue 4(26)

7-17

EN

defect within a person to the fit between a person’s capacities and the demands of the context, that provide the opportunity to consider a strengths-based approach to disability. This article will examine the knowledge base pertaining to self-determination and people with disabilities, particularly people with intellectual and developmental disabilities, within a strengths-based model of disability and the broader field of positive psychology. The article will introduce Causal Agency Theory as theoretical framework for developing and enhancing supports to enable people with disabilities to engage in agentic actions through instruction in goal setting and attainment strategies, to influence self-determination, causal agency, and overall well-being across diverse socialcontextual contexts. Research pertaining to efforts to promote self-determination in the context of special education will be examined.

PL

Na całym świecie nastąpiła zmiana w rozumieniu niepełnosprawności i przejście od postrzegania jej jako wady występującej u danej osoby do dopasowania pomiędzy możliwościami osoby a wymogami kontekstu, co daje okazję do rozważenia podejścia do niepełnosprawności opartego na mocnych stronach osoby nią dotkniętej. Niniejszy artykuł bada podstawę wiedzy dotyczącej samostanowienia i osób niepełnosprawnych – w szczególności osób z niepełnosprawnością intelektualną i rozwojową – w ramach modelu niepełnosprawności opartego na mocnych stronach osoby niepełnosprawnej i szerzej rozumianej psychologii pozytywnej. Artykuł wprowadza Teorię Działania Sprawczego (Causal Agency Theory) jako teoretyczną konstrukcję dla rozwijania i poprawiania wsparcia w celu umożliwienia osobom niepełnosprawnym angażowania się w działania sprawcze poprzez nauczanie strategii wyznaczania i osiągania celów, wpływania na swoje samostanowienie, działanie sprawcze i ogólny dobrobyt w rozmaitych kontekstach społecznych. Artykuł zajmuje się także badaniami dotyczącymi starań podejmowanych w celu propagowania samostanowienia w kontekście pedagogiki specjalnej.

20

Positive Language Education: Combining Positive Education and Language Education

38%

Mercer S., MacIntyre P., Gregersen T., Talbot K.

Theory and Practice of Second Language Acquisition

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2018

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vol. 4

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issue 2

EN

In this paper, we discuss the notion of Positive Language Education (PLE), which stems from a combination of Positive Education and Language Education. We suggest that there are good reasons for language educators to engage in enhancing 21st century skills alongside the promotion of linguistic skills. One key set of 21st century competences that would have academic and non-academic benefits are those which promote wellbeing. Wellbeing is indeed the foundation for effective learning and a good life more generally. Drawing on ideas from Content and Integrated Language Learning and Positive Education, PLE involves integrating non-linguistic and linguistic aims in sustainable ways which do not compromise the development of either skill set, or overburden educators. We believe that there are strong foundations on which to build a framework of PLE. Firstly, many language teachers already promote many wellbeing competences, in order to facilitate language learning. There is also a growing body of research on Positive Psychology in Second Language Acquisition on which further empirical work with PLE interventions can be developed. Building on the theoretical arguments put forward in this paper, we call for an empirically validated framework of PLE, which can be implemented in diverse cultural and linguistic settings.

Refine search results

Editorial

STUDIES OF POSITIVE PSYCHOLOGY IN HUNGARIAN JOURNALS AND BOOKS (2000-2011)

The compatibility of positive psychology and the Ludic strategy in foreign language education

Using Character Strengths to Address English Writing Anxiety

About positive psychology - between light and shadow

Slow movement, psychologia pozytywna i dobrostan wobec społecznych wyzwań konsumeryzmu. Czy dobra niepozycjonujące mogą stać się wyznacznikiem prestiżu

Examining emotional intelligence within the context of positive psychology interventions

Znaczenie i rozwój psychologii nadziei w ujęciu Charlesa Richarda Snydera

Is learning really just believing? A meta-analysis of self-efficacy and achievement in SLA

Polska adaptacja kwestionariusza do pomiaru mocnych stron charakteru International Personality Item Pool–Values in Action (IPIP-VIA). Wyniki wstępne

When Language Anxiety and Selective Mutism Meet in the Bilingual Child: Interventions from Positive Psychology

Examining emotional intelligence within the context of positive psychology interventions

Positive institutions: Case study

Przeszkody i strategie rozwoju wdzięczności w świetle współczesnych badań psychologicznych

Introducing positive psychology to SLA

What can we learn about strategies, langugae learning, and life from the two extreme cases: The role of well-being theory

What we can learn about strategies, language learning, and life from two extreme cases: The role of well-being theory

Introducing positive psychology to SLA

Self-determination, positive psychology, and disability

Positive Language Education: Combining Positive Education and Language Education