Nowadays, educators, psychologists, school social workers, and parents are interested in the study and application of positive education. Positive education considers academic achievement and wellbeing, and character strengths as equally important components in the development of life and educational outcomes of students.
Each of the three core element has been well documented in previous literatures. For instance, character strengths are a family of positive dispositional qualities, including creativity, curiosity, self-regulation, kindness, and so on. Park and her colleagues recognized these strengths as the organized patterns of positive emotion, thoughts, and behaviors manifested by individuals. Given that positive education regards character strengths and wellbeing and academic achievement as a double helix, cultivating individual strengths is a potential pathway to facilitate academic achievement and other positive developments in the educational context. Therefore, several studies have been conducted to demonstrate that character strengths are positively related to cognitive and affective types of educational outcomes, such as wellbeing, flourishing, and academic success.
When new concepts arise into the areas of traditional knowledge, the work of researchers is to explore the associations between this new information and other established concepts and outcomes. In this sense, positive education should be considered as a new framework to explain students’ academic performance, learning process, cognitive development, class-related behavior, and wellbeing. Therefore, a more comprehensive and integrated investigation under the framework of positive education is still needed. The current Research Topic aims to contribute to this area.
In this Research Topic, we not only encourage researchers to explore the direct associations among these educational outcomes, but also to intend to study how, when, and why positive education can contribute to students’ development. Our goal is to provide an extensive platform that may shed light on a better understanding of positive education on students and educators. Case study, cross-sectional investigation, longitudinal research, and intervention studies are all welcome.
Nowadays, educators, psychologists, school social workers, and parents are interested in the study and application of positive education. Positive education considers academic achievement and wellbeing, and character strengths as equally important components in the development of life and educational outcomes of students.
Each of the three core element has been well documented in previous literatures. For instance, character strengths are a family of positive dispositional qualities, including creativity, curiosity, self-regulation, kindness, and so on. Park and her colleagues recognized these strengths as the organized patterns of positive emotion, thoughts, and behaviors manifested by individuals. Given that positive education regards character strengths and wellbeing and academic achievement as a double helix, cultivating individual strengths is a potential pathway to facilitate academic achievement and other positive developments in the educational context. Therefore, several studies have been conducted to demonstrate that character strengths are positively related to cognitive and affective types of educational outcomes, such as wellbeing, flourishing, and academic success.
When new concepts arise into the areas of traditional knowledge, the work of researchers is to explore the associations between this new information and other established concepts and outcomes. In this sense, positive education should be considered as a new framework to explain students’ academic performance, learning process, cognitive development, class-related behavior, and wellbeing. Therefore, a more comprehensive and integrated investigation under the framework of positive education is still needed. The current Research Topic aims to contribute to this area.
In this Research Topic, we not only encourage researchers to explore the direct associations among these educational outcomes, but also to intend to study how, when, and why positive education can contribute to students’ development. Our goal is to provide an extensive platform that may shed light on a better understanding of positive education on students and educators. Case study, cross-sectional investigation, longitudinal research, and intervention studies are all welcome.
