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Positive psychology in the elementary classroom: The influence of strengths-based approaches on childrens self-efficacy

Citation

Galloway, R and Reynolds, B, Positive psychology in the elementary classroom: The influence of strengths-based approaches on childrens self-efficacy, Open Journal of Social Sciences, 3, (9) pp. 16-23. ISSN 2327-5960 (2015) [Refereed Article]


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Copyright Statement

Copyright 2015 Authors and Scientific Research Publishing Inc. Licensed under Creative Commons Attribution 4.0 International (CC BY 4.0) http://creativecommons.org/licenses/by/4.0/

Official URL: http://www.scirp.org/Journal/PaperInformation.aspx...

DOI: doi:10.4236/jss.2015.39003

Abstract

Despite the positive psychology movement being relatively young and academic research is still building in this area, there is growing confidence that identifying and developing children’s strengths could have profound long-term learning benefits. The intended outcome of this investigation is to contribute to the knowledge base about learning success when children’s emerging preferences, passions and abilities are recognized and developed. This paper explores the foundations of strengths-based approaches for education and presents the findings of a case study that suggests strengths-based approaches have a positive effect on student self-efficacy.

Item Details

Item Type:Refereed Article
Keywords:Strengths, student engagement, primary education
Research Division:Education
Research Group:Education Systems
Research Field:Primary Education (excl. Maori)
Objective Division:Education and Training
Objective Group:Learner and Learning
Objective Field:Learner and Learning Achievement
Author:Galloway, R (Mr Rod Galloway)
Author:Reynolds, B (Dr Bronwyn Reynolds)
ID Code:105084
Year Published:2015
Deposited By:Education
Deposited On:2015-12-07
Last Modified:2016-04-04
Downloads:219 View Download Statistics

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