Positive education: positive psychology and classroom interventions
Par Martin E. P. Seligman, Randal M. Ernst, Jane Gillham, Karen Reivich et Mark Linkins Seligman, M. E., Ernst, R. M., Gillham, J., Reivich, K., & Linkins, M. (2009). Positive education: Positive psychology and classroom interventions. Oxford review of education, 35(3), 293-311 Positive education is defined as education for both traditional skills and for happiness. The high prevalence worldwide of depression among young people, the small rise in life satisfaction, and the synergy between learning and positive emotion all argue that the skills for happiness should be taught in school. There is substantial evidence from well controlled studies that skills that increase resilience, positive emotion, engagement and meaning can be taught to schoolchildren. We present the story of teaching these skills to an entire school—Geelong Grammar School—in Australia, and we speculate that positive education will form the basis of a ‘new prosperity’, a politics that values both wealth and well-being. […] Lire l’article
Buts de performance et de maîtrise et interactions sociales entre étudiants : la situation particulière du désaccord avec autrui
Par Céline Darnon, Céline Buchs et Fabrizio Butera Darnon, C., Buchs, C., & Butera, F. (2006). Buts de performance et de maîtrise et interactions sociales entre étudiants : la situation particulière du désaccord avec autrui*. Revue Française de Pédagogie. 155. 35-44. Abstract For many researchers (see Dweck, 1986; Nicholls, 1984), students can pursue two types of goals when carrying out a learning task: the mastery goal (desire to learn, to develop knowledge), and the performance goal (desire to show one’s own competence). The present paper presents an overview of the research about the achievement goals effects in the specific situation where a student is led to interact with another student whose answer is different from his/her own (the so-called “socio-cognitive conflict”, Doise & Mugny, 1984). As a whole, results show that the mastery goal favors epistemic regulation (a conflict regulation focused on the task, the understanding of the problem). Moreover, it renders conflict beneficial for learning. On the contrary, the performance goal favors relational regulation (a conflict regulation focused on assertion of self-competence) and renders conflict detrimental for learning. […] Lire l’article
Forces de caractère et bien-être
ParNansook Park, Christopher Peterson et Martin E.P. Seligman Park, N., Peterson, C., & Seligman, ME (2004). Forces de caractère et bien-être. Journal de psychologie sociale et clinique , 23 (5), 603-619. We investigated the relationship between various character strengths and life satisfaction among 5,299 adults from three Internet samples using the Values in Action Inventory of Strengths. Consistently and robustly associated with life satisfaction were hope, zest, gratitude, love, and curiosity. Only weakly associated with life satisfaction, in contrast, were modesty and the intellectual strengths of appreciation of beauty, creativity, judgment, and love of learning. In general, the relationship between character strengths and life satisfaction was monotonic, indicating that excess on any one character strength does not diminish life satisfaction. […] Lire l’article
Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being
Par Richard M. Rya et Edward L. Deci Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. Abstract Human beings can be proactive and engaged or, alternatively, passive and alienated, largely as a function of the social conditions in which they develop and function. Accordingly, research guided by self-determination theory has focused on the social–contextual conditions that facilitate versus forestall the natural processes of self-motivation and healthy psychological development. Specifically, factors have been examined that enhance versus undermine intrinsic motivation, self-regulation, and well-being. The findings have led to the postulate of three innate psychological needs—competence, autonomy, and relatedness—which when satisfied yield enhanced self-motivation and mental health and when thwarted lead to diminished motivation and well-being. Also considered is the significance of these psychological needs and processes within domains such as health care, education, work, sport, religion, and psychotherapy. […] Lire l’article