English Major Students ’perceptions towards positive Education

Trần Thị Trúc Duyên *

* Correspondence: Trần Thị Trúc Duyên (email: duyentranthitruc@gmail.com)

Article Sidebar

PDF
Ngày nhận: 03-07-2023
Ngày chỉnh sửa: 24-07-2023
Ngày chấp nhận: 31-07-2023
Ngày xuất bản: 03-08-2023
DOI: 10.58810/vhujs.9.3.2023.725
Lượt xem
0
Lượt tải về
0
Trích dẫn
Tran Thi Truc, D. (2023). English Major Students ’perceptions towards positive Education. Tạp Chí Khoa học Đại học Văn Hiến 9(3), 41-48.
Số tạp chí
Tập 9 - Số 3 (2023)
Chuyên mục
Education

Main Article Content

Tóm tắt

Positive education (PosEd) is considered the ideal model of the combination of the positive Psychology principle and well-being. However, the system of education in Vietnam has seldom applied this model in spite of facing a lot of problems in the school environment. The article aims to point out the positive changes in the environment of higher education in Vietnam as PosEd is implemented. The attitude of university learners is investigated to clarify how they accept this new model. Using the quantitative method with eighty-five students, Ho Chi Minh University Foreign Languages - Information Technology (Huflit) and Hong Bang International University (HIU), were selected randomly, the study is taken from the connection between positive education and students’ perception. The data collection through the survey expressed educators considers applying this to deal with many troubles in the school environment. The results demonstrate university students’ views approach this new model because of a lot of practical support. Hence, lots of adjustment and implementation to educational curriculums always bring expected learning outcomes more effectively.

Article Details

Tài liệu tham khảo

Adler, A. (2017). Positive education: Educating for academic success and for a fulfilling life. Papeles Del Psicólogo, 38(1): 50-57. https://doi.org/10.23923/pap.psicol2017.2821

Adler, A., and Seligman, M. E. (2016). Using Well-Being for Public Policy: Theory, Measurement, and Recommendations. International Journal of Well-being, 6: 1-35. https://doi.org/10.5502/ijw.v6i1.429

Arslan, G., and Burke, J. (2021). Positive education to promote flourishing in students returning to school after COVID-19 closure. Journal of School and Educational Psychology, 1(1): 1-5. https://doi.org/10.47602/josep.v1i1.3

Entwistle, N., McCune, V., and Walker, P. (2001). Conceptions, styles, and approaches within higher education: Analytical abstractions and everyday experience. In R. J. Sternberg and L.-f. Zhang (Eds.), Perspectives on thinking, learning, and cognitive styles. Lawrence Erlbaum Associates Publishers, 103-136.

Forgeard, M., and Kern, L. M. (2011). Doing the Right Thing: Measuring Well-Being for Public Policy. International Journal of Wellbeing, 1(1): 79-106. https://doi.org/10.5502/IJW.V1I1.15

Greene, A. B., Miller, B. R., Crowson, M.H., and Duke, L. B. (2004). Predicting High School Students’ Cognitive Engagement and Achievement: Contributions of Classroom Perceptions and Motivation. Contemporary Educational Psychology, 29(4): 462-482. https://doi.org/10.1016/j.cedpsych.2004.01.006

McCallum, F., and Price, D. (2015). Nurturing Wellbeing Development in Education: From little things, big things grow. London and New York: Routledge.

Noble, T., and McGrath, H. (2015). Prosper: A New Framework for Positive Education. Psychology of Well-Being, 5(2). https://doi.org/10.1186/s13612-015-0030-2

Norrish, J. M., and Seligman, M. E. (2015). Positive education: The Geelong Grammar School journey. Oxford Positive Psychology Series. https://psycnet.apa.org/doi/10.1093/acprof:oso/9780198702580.001.0001

Norrish, J. M., Williams, P., O’Connor, M., and Robinson, J. (2013). An Applied Framework for Positive Education. International Journal of Wellbeing, 3(2): 147-161. https://doi.org/10.5502/ijw.v3i2.2

Oades, L. G., Robinson, P., Green, S., and Spence, G. B. (2011). Towards a Positive University. The Journal of Positive Psychology, 6(6): 432-439. https://doi.org/10.1080/17439760.2011.634828

Pranjić, S. S. (2018). Positive Education in Higher Education: Is It Possible to Focus on Students’ Potentials and Talent?. 5th International Multidisciplinary Scientific Conference on Social Sciences and Arts SGEM 2018, 5(3.4): 577-584. http://dx.doi.org/10.5593/sgemsocial2018/3.4/S13.073

Rahmat, J. (2016) Students’ Perception towards Open Educational Resources and Its Utilization in state Islamic University Ar-Raniry Banda Aceh, Indonesia. http://ir.upm.edu.my/find/Record/436137

Schacter, L. D., Gilbert, D. T., and Wegner, D. M. (2011). Introducing Psychology. New York: Worth Publishers.

Seligman, M. E. P., and Csikszentmihalyi, M. (2000). Positive psychology: An introduction. American Psychologist, 55(1): 5-14. https://doi.org/10.1037/0003- 066X.55.1.5

Seligman, M. E. P., Ernst, R. M., Gillham, J., Reivich, K., and Linkins, M. (2009). Positive education: Positive psychology and classroom interventions. Oxford Review of Education, 35(3): 293-311. https://doi.org/10.1080/03054980902934563

Seligman, M. E. P. (2011). Flourish: A visionary new understanding of happiness and wellbeing. New York, NY: Free Press.

Seligman, M. E. P., and Adler, A. (2019). Positive Education. In J. F. Helliwell, R. Layard, and J. Sachs (Eds.), Global Happiness and Wellbeing Policy Report. New York: Sustainable Development Solutions Network.

van Nieuwerburgh, C. (2017). An Introduction to Coaching Skills: A Practical Guide. London: Sage.

Waters, L., and White, M. (2015). Case study of a school wellbeing initiative: Using appreciative inquiry to support positive change. International Journal of Wellbeing, 5(1): 19-32. https://doi.org/10.5502/ijw.v5i1.2

Weil, H. S., Oyelere, B. P., Yeoh, J., and Firer, C. (2001). A Study of Students Perceptions of the Usefulness of Case Study for the Development of Finance and Accounting Related Skills and Knowledge. Accounting Education, 10(2): 123-146. https://doi.org/10.1080/09639280110081642

White, M. (2014). An evidence-based whole school strategy to positive education. In H. Street and N. Porter (Eds.), Better than OK: helping young people to flourish at school and beyond. Australia: Fremantle Press.

White, M. A. and Murray, A. S. (2015). Well-being as freedom: Future directions in well- being. In M. A. White and A. S. Murray (Eds.), Evidence-based approaches in positive education: Implementing a strategic framework for well-being in schools. Dordrecht, the Netherlands: Springer, 167-175.