Covid-19 中的 PERMA 幸福感和学生参与模型：对菲律宾大学生样本进行的两波研究

IF 1.8 3区心理学 Q3 PSYCHOLOGY, EDUCATIONAL

Psychology in the Schools Pub Date : 2024-09-13 DOI:10.1002/pits.23286

Jonee O. Miranda, Olga Angelinetta P. Tulabut, Cherry Lou De Ala, Abigail Gonzales, Justin Vianney Embalsado, Lee Vergel Estacio, Irish Mandap, Aira Joy Keynn Medina, Mary Anne Joseph Montoya, Beatriz Balilu, June Rivera‐De Leon, Roger Mangalus, Ericka Lance Pare, Reymond Neal C. Cruz

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引用次数: 0

摘要

以往的研究强调了因 COVID-19 大流行而突然转向在线教育对学生的负面影响。积极教育将积极心理学原理应用于教育，强调学生幸福感的重要性，促进学生的全面发展。本研究调查了学生在学期开始时的幸福感能否预测他们在学期中期的学业参与度。我们分两波收集了学生的幸福感和学业投入度数据，第一波是学期开始时（时间 1），第二波是学期开始 3 个月后（时间 2）。我们测试了学生在第一时间的一般幸福感和积极情绪、参与、关系、意义、成就感（PERMA）要素，以及第二时间在行为、情绪和认知方面的学业参与度。我们的研究结果表明，第一阶段的总体幸福感对学生的总体学业参与度和所有参与度方面都有积极的预测作用。然而，在 PERMA 要素中，"意义 "要素与学生的参与度或其任何方面都不相关。我们还测试了从学期开始到学期中途，学生的幸福感和参与度是否有显著变化。我们发现，学生的幸福感和参与度有明显的小幅上升。我们的研究结果表明，幸福感作为一种潜在的积极资源，对学生具有重要意义，幸福感较高的学生往往在学业上更加投入。教育机构可以考虑在其目标中培养学生的幸福感，以提高学生的学业成功率。

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The PERMA model of well‐being and student engagement amid Covid‐19: A two‐wave study among a sample of Filipino university students

Previous research has underscored the negative effects on students of the abrupt shift to online delivery of education due to the COVID‐19 pandemic. Positive education applies the principles of positive psychology to education, which highlights the importance of students' well‐being and fosters holistic development. This study investigated whether students' well‐being at the start of the semester can predict their academic engagement mid‐way through the semester. We collected data on students' well‐being and academic engagement in two waves; first, at the beginning of the semester (Time 1) and then 3 months in the semester (Time 2). We tested the students' general well‐being and the positive emotion, engagement, relationships, meaning, accomplishment (PERMA) elements at Time 1 with their academic engagement in terms of behavioral, emotional, and cognitive facets at Time 2. Our results show that general well‐being at Time positively predicts their total academic engagement and all engagement facets. However, among the PERMA elements, the Meaning element is not correlated with students' engagement or any of its facets. We also tested whether there was a significant change in student well‐being and engagement from the start of the semester and midway through. We found that there is a significant small increase in well‐being and engagement. Our findings suggest the importance of well‐being as a potentially positive resource for students where students with better well‐being tend to be more academically engaged. Educational institutions may consider fostering student well‐being in their goals to improve the academic success of students.

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来源期刊

Psychology in the Schools PSYCHOLOGY, EDUCATIONAL-

CiteScore

3.00

自引率

5.00%

发文量

200

期刊介绍： Psychology in the Schools, which is published eight times per year, is a peer-reviewed journal devoted to research, opinion, and practice. The journal welcomes theoretical and applied manuscripts, focusing on the issues confronting school psychologists, teachers, counselors, administrators, and other personnel workers in schools and colleges, public and private organizations. Preferences will be given to manuscripts that clearly describe implications for the practitioner in the schools.