Abstract
Positive education is defined as the application of the science of positive psychology. An increasing number of studies have shown that positive education has a great influence on students' well-being, developmen and learning. This research is a localized practice of positive education and aims to verify the effectiveness of the intervention for adolescents in Shenzhen. 87 participants were 8th grade students from a public school in urban Shenzhen, and 45 of them were the experimental group. They took positive education interventions after school twice a week for 20 weeks. All the teachers need to finish their training and be licensed by Tsinghua
University before implementation, make sure teachers deliver knowledge appropriately. The Chinese version of the Psychological Resilience Scale (PRS) was used in this study. There are 27 items on the scale, which is divided into five dimensions: goal focus, emotional control, positive cognition, family support, and interpersonal assistance. This study conducted pre-experiment and post-experiment assessments of resilience in both the experimental group and the control group. As the result of quantitative data analysis, this study found that a positive education program could increase adolescents' resilience. After the intervention, students' resilience in the control group had no significant change, while that of students in the experimental group increased significantly (p<0.05). At the same time, the experimental and control groups results significantly different in resilience post-experiment (p<0.05). The results showed that a positive education program could increase students' resilience in Shenzhen. The results will provide empirical evidence for the effectiveness of positive education programs in urban China. Shenzhen Luohu Science and Technology Bureau funds this research.
University before implementation, make sure teachers deliver knowledge appropriately. The Chinese version of the Psychological Resilience Scale (PRS) was used in this study. There are 27 items on the scale, which is divided into five dimensions: goal focus, emotional control, positive cognition, family support, and interpersonal assistance. This study conducted pre-experiment and post-experiment assessments of resilience in both the experimental group and the control group. As the result of quantitative data analysis, this study found that a positive education program could increase adolescents' resilience. After the intervention, students' resilience in the control group had no significant change, while that of students in the experimental group increased significantly (p<0.05). At the same time, the experimental and control groups results significantly different in resilience post-experiment (p<0.05). The results showed that a positive education program could increase students' resilience in Shenzhen. The results will provide empirical evidence for the effectiveness of positive education programs in urban China. Shenzhen Luohu Science and Technology Bureau funds this research.
| Original language | English |
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| Publication status | Published - 17 Nov 2023 |
| Event | Conference for Higher Education Research (CHER) – Hong Kong 2023: Education for Sustainability: Navigating the Changing Landscape of Higher Education - Lingnan University, Hong Kong, Hong Kong Duration: 17 Nov 2023 → 18 Nov 2023 https://www.ln.edu.hk/sgs/cher2023 |
Conference
| Conference | Conference for Higher Education Research (CHER) – Hong Kong 2023: Education for Sustainability: Navigating the Changing Landscape of Higher Education |
|---|---|
| Country/Territory | Hong Kong |
| City | Hong Kong |
| Period | 17/11/23 → 18/11/23 |
| Other | The impact of ChatGPT is being felt across higher education globally, but it represents just one of the emerging research directions in this field. The landscape of higher education has been evolving constantly, with practitioners encountering a diverse range of challenges and opportunities. In order to establish a sustainable higher education environment that can keep pace with society's advancements, it is crucial to facilitate collaboration between universities and institutional leaders to exchange best practices, develop innovative curricula and pedagogy that accommodate changes in technology, ensure that access to learning is equitable and society's advancements does not exacerbate educational disparities, and address the emotional and social needs of students in response to the evolving landscape of higher education. |
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