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Shodh Sari-An International Multidisciplinary Journal

Vol-03, Issue-01 (Jan-Mar 2024)

An International scholarly/ academic journal, peer-reviewed/ refereed journal, ISSN : 2959-1376

POSITIVE EDUCATION: INCORPORATING POSITIVE PSYCHOLOGY INTO THE CLASSROOM FOR STUDENTS’ ACADEMIC SUCCESS

Oyeniyi, Ruth M.

Dean, Faculty of Education, Nigerian Baptist Theological Seminary, Ogbomoso

DOI: https://doi.org/10.59231/SARI7679

Subject: Educational Psychology / Pedagogy / Student Welfare

Page No.411-429

Received: Oct 31, 2023 

Accepted: Dec 26, 2023 

Published: Jan 01, 2024

Thematic Classification: Positive Education, Positive Psychology, Academic Success, Student Well-being, Character Strengths, Resilience, Flourishing, PERMA Model, Holistic Development, Classroom Environment.

Abstract

In recent years, there has been a paradigm shift in education towards a more holistic approach through incorporating positive psychology to support student’s academic success and well-being. This piece thoroughly analyses the notion of positive education and how it can be used in the classroom to improve students’ academic progress and general well-being.  Positive education is an innovative teaching system that combines traditional academic instruction with positive psychological ideas. Within psychology, positive psychology is a subfield that specializes in improving positive emotions, character qualities, and overall psychological well-being. Positive education attempts to improve students’ cognitive ability and emotional intelligence, character development, and resilience by bringing positive psychology into education. Positive emotions, engagement, relationships, meaning, and accomplishment, as rudiments of positive psychology, are central to positive education. The cultural and contextual relevance of positive psychology principles were examined to ensure the application and success of positive education across varied student demographics. Findings revealed that students’ morale was boosted, and interest in their studies was strengthened as teachers applied positive psychology principles to their teachings.

Keywords: Positive Education, Positive Psychology, Classroom, Students, Academic Success.

 

Impact Statement

The research article “Positive Education: Incorporating Positive Psychology into the Classroom for Students’ Academic Success” aims to transform the learning environment by supporting the overall well-being of both instructors and students, as well as their academic success, positive relationships, and life skill development.

About Author

Dr. Ruth Moniloye Oyeniyi is a senior lecturer in the Department of Age-Grade and Family Education at the Nigerian Baptist Theological Seminary, Ogbomoso. She is currently serving as the Dean of the Faculty of Education. Her specialization is in educational psychology and church administration, which affords her the opportunity of blending academic insight and administrative leadership to her role. Driven by a passion for fostering positive learning environments, her research endeavors focus on the intersection of educational psychology principles and the dynamics of church administration. She has contributed significantly to the advancement of educational theory and practice. Dr Ruth M. Oyeniyi is dedicated to shaping the future of education through her teaching, research, and leadership, leaving an indelible mark on both her students and the academic community.

Cite this Article

APA 7th Style: Oyeniyi, R. M. (2024). Positive education: Incorporating positive psychology into the classroom for students’ academic success. Shodh Sari-An International Multidisciplinary Journal, 3(01), 411–429. https://doi.org/10.59231/SARI76749

Chicago 17th Style: Oyeniyi, Ruth M. “Positive Education: Incorporating Positive Psychology into the Classroom for Students’ Academic Success.” Shodh Sari-An International Multidisciplinary Journal 3, no. 1 (2024): 411–429. https://doi.org/10.59231/SARI7679.

MLA 9th Style: Oyeniyi, Ruth M. “Positive Education: Incorporating Positive Psychology into the Classroom for Students’ Academic Success.” Shodh Sari-An International Multidisciplinary Journal, vol. 3, no. 1, 2024, pp. 411-429, https://doi.org/10.59231/SARI7679.

 

Statements & Declarations

Review Method: This article underwent a double-blind peer-review process by independent experts in Educational Psychology and Pedagogy to evaluate the application of wellbeing-focused frameworks and their measurable impact on student engagement and academic outcomes.

Competing Interests: The author, Ruth M. Oyeniyi, declares that there are no financial, personal, or professional conflicts of interest that could have inappropriately influenced the research findings or the psychological models presented in this study.

Funding: This research was conducted through the academic support of the Faculty of Education, Nigerian Baptist Theological Seminary, Ogbomoso. No specific external grants or commercial funding were received.

Data Availability: The analysis is based on a synthesis of positive psychology interventions (PPIs), student achievement data, and established psychological well-being scales. Detailed references to the PERMA model and growth mindset applications are included in the manuscript.

License: Positive Education: Incorporating Positive Psychology into the Classroom for Students’ Academic Success © 2024 by Ruth M. Oyeniyi is licensed under CC BY-NC-ND 4.0. This work is published by the International Council for Education Research and Training (ICERT).

Ethics Approval: As this study is a theoretical and qualitative assessment of pedagogical strategies and does not involve invasive experimentation on human or animal subjects, it was deemed exempt from formal institutional ethical review while maintaining strict adherence to academic integrity and psychological research standards.

 

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