# Editorial: Positive Educational Approaches to Teaching Effectiveness and Student Well-being: Contemporary Approaches and Guidelines

Matthew Cole, Rebecca Shankland, Mirna Nel, Hans Henrik Knoop, Sufen Chen, Llewellyn Ellardus van Zyl

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Matthew Cole, Rebecca Shankland, Mirna Nel, Hans Henrik Knoop, Sufen Chen, et al.. Editorial: Positive Educational Approaches to Teaching Effectiveness and Student Well-being: Contemporary Approaches and Guidelines. Frontiers in Psychology, 2022, 13, 10.3389/fpsyg.2022.1015064. hal-04912656

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## OPEN ACCESS

EDITED AND REVIEWED BY
Cristina Torrelles-Nadal,
University of Lleida, Spain

*CORRESPONDENCE
Llewellyn Ellardus van Zyl
llewellyn101@gmail.com

**SPECIALTY SECTION**
This article was submitted to Positive Psychology, a section of the journal Frontiers in Psychology

RECEIVED 09 August 2022

ACCEPTED 17 August 2022

PUBLISHED 26 September 2022

**CITATION**
Cole M, Shankland R, Nel M, Knoop HH, Chen S and van Zyl LE (2022) Editorial: Positive Educational Approaches to Teaching Effectiveness and Student Well-being: Contemporary Approaches and Guidelines.
*Front. Psychol.* **13**:1015064.
doi: 10.3389/fpsyg.2022.1015064

**COPYRIGHT**
© 2022 Cole, Shankland, Nel, Knoop, Chen and van Zyl. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

# Editorial: Positive Educational Approaches to Teaching Effectiveness and Student Well-being: Contemporary Approaches and Guidelines

Matthew Cole<fnref n="1" />, Rebecca Shankland²,³, Mirna Nel⁴, Hans Henrik Knoop⁴,⁵, Sufen Chen⁴,⁶ and Llewellyn Ellardus van Zyl⁴,⁷,⁸,⁹*

## KEYWORDS

positive education, positive psychology, wellbeing, academic performance, teaching effectiveness

### Editorial on the Research Topic

Positive educational approaches to teaching effectiveness and student well-being

## Introduction

"In the thrall to content and qualifications, we have forgotten the deeper purpose of education. In the rush to make young people into successful exam passers, we have overlooked their deeper need to become successful people" (Claxton, 2008, p. ix). Positive education is a growing area of educational research that integrates elements of positive psychology with educational practices to promote the mental health and wellbeing of students as fundamental to student success (Seligman et al., 2009; Van Zyl et al., 2022). Positive education programs in schools encompass empirically validated and scientifically informed interventions, proactive strategies and systems thinking to enable a shared purpose toward student wellbeing (Kern et al., 2020; Van Zyl, 2021). Interest in positive education has increased over the past decade as the focus of academic success is no longer only on academic performance (Krifa et al., 2022). According to key international associations, education policy makers, teachers and parents should prioritize student mental health and help students maximize wellbeing (OECD, 2017; WHO and UNESCO, 2021). Positive education includes interventions from positive psychology that target student mental health and emphasize student

<footnote n="1">¹College of Business and Information Technology, Lawrence Technological University, Southfield, MI, United States, ²Laboratoire DIPHE (Développement, Individu, Personnalité, Handicap, Education), Université Lumière Lyon 2, Lyon, France, ³Institut Universitaire de France, Paris, France, ⁴Optentia Research Unit, North-West University, Vanderbijlpark, South Africa, ⁵Department of Education, Aarhus University, Aarhus, Denmark, ⁶Graduate Institute of Digital Learning and Education, National Taiwan University of Science and Technology, Taipei, Taiwan, ⁷Department of Industrial Engineering and Innovation Sciences, University of Eindhoven, Eindhoven, Netherlands, ⁸Department of Human Resource Management, University of Twente, Enschede, Netherlands, ⁹Department of Social Psychology, Institut für Psychologie, Goethe University, Frankfurt am Main, Germany</footnote>
wellbeing as an essential educational outcome by promoting
resilience, self-efficacy, strengths, capabilities, and other non-
cognitive skills (International Positive Education Network, 2017;
Halliday et al., 2020; Van Zyl et al., 2021; Van Zyl and
Rothmann, 2022). Furthermore, the academic, financial, and
health stressors arising from the COVID-19 pandemic (Krifa
et al., 2021; Frenzel et al., 2022), and a growing social focus
on diversity, equity, and inclusion (Govorova et al., 2020;
Van Zyl and Salanova, 2022) highlight the need for ongoing
positive education research on student wellbeing. This special
issue/Research Topic identified current innovative approaches,
tools, interventions, methodologies, models and guidelines in
positive education.

Structure and contribution of the
Research Topic

The manuscripts in this Research Topic, summarized in Table 1, are classified into three sections: review papers, survey design papers, and intervention papers.

Review papers

Chafouleas and Iovino present a conceptual review that a positive education approach must be embedded within a whole child, school, and community lens to advance equity in schools. Such an approach is theory-driven with explicit integration across bodies of science. The authors first provide a brief overview of schools as a context to serve as assets or risks to equity, followed by a discussion of theory and science using a whole child, whole school, and whole community lens. They contend positive education will advance equity when grounded in integrated theory and science across developmental systems theory, prevention science, ecological systems theory, and implementation science.

The review paper by Iovino et al. presents results from among 35 papers on evidence-informed strategies that can be used in schools to promote positive feelings in the moment and build coping behaviors that facilitate tolerance of uncertainty. They focus on those strategies that educators can easily and routinely use across ages, stages, and activities. Selected strategies are primarily tied to cognitive behavioral theory, broadly organized across categories of self-awareness, self-soothing, and social relationships.

The large-scale review by Waters and Loton of 98,571 abstracts from 35 specific journals targeting positive psychology across a 112-year period used computer-aided linguistic analysis and human coding to track the presence of positive education terms. Results of computer-generated linguistic work count analysis identified wellbeing, satisfaction, and the word stems motivate and engage as the most prevalent terms since 2009. In-depth human coding of a subset of positive education abstracts

(n = 2,805) by a team of five researchers enabled to identify trends pertaining to how positive education research has been conducted in terms of paradigms, designs, methods, tools, samples, and settings from 1950 to 2016. College students and students in secondary school make up the most common samples, with little research in the early childhood years. Quantitative, cross-sectional studies using self-report surveys have been the most common design and method used over the past six decades, suggesting room for growth in qualitative methods and the need for greater longitudinal and intervention designs. The human coding was also used to classify positive education variables into broader categories of research. Nine categories were identified: positive functioning; wellbeing; ill-being; strengths; agency; connection and belonging; identity and personality; school climate and outcomes; and demographics.

Survey design papers

In exploring the psychological wellbeing of two cohorts of
undergraduate and graduate students in France (N = 48) using a
mixed methods approach, Baatouche et al. combined qualitative
interpretative phenomenological analysis (IPA) interview data
on lived experiences with quantitative survey data on the
meaning of life and the meaning of education. Results suggest
seeking the meaning of an education through reflective guidance
will increase students’ sense of psychological wellbeing by
promoting more authentic choices.

Chhajer and Chaudhry focused on thriving, and its
critical role in sustaining physical health, positive workplace
behavior and wellbeing in 512 Indian management students
across five survey design studies. Results found thriving was
positively related to decision-making discretion (DMD), broad
information sharing (BIS), and climate of trust (COT), with
the competence dimension of self-determination theory (SDT)
acting as a mediating variable.

Survey data from 889 U.S. and 181 South African undergraduates were analyzed in Donohue and Bornman investigation of the relationship between perceived quality of instruction (PQI) and academic wellbeing as moderated by household income and the cultural value of power distance (PD). Results of regression analysis found PQI is a positive predictor of academic wellbeing for U.S. students regardless of income and PD; students from South Africa were found to have higher wellbeing when they had low PD, regardless of income when PQI was low, but low PD did not associate with academic wellbeing when PQI was high if students were middle- or high-income.

In the study by Li et al., a cross-sectional survey design was conducted in 3,511 medical students from medical colleges in the Harbin, Jiamusi, Mudanjiang, and Qiqihar regions of China. Results of linear regression found medical students' mastery goals were negatively associated with academic stress and positively related to learning adaptability, sleep quality, and
<table><caption>TABLE 1 Summary of contributions to the Research Topic.</caption><thead><tr><th>No</th><th>Author</th><th>Title</th><th>Purpose</th><th>Views</th><th>Citations</th></tr></thead><tbody><tr><td colspan="6"><strong>Review papers</strong></td></tr><tr><td>1</td><td>Chafouleas and Iovino</td><td>Engaging a Whole Child, School, and Community Lens in Positive Education to Advance Equity in Schools</td><td>The aim of this review paper was to frame a positive education approach as necessary to advance equitable opportunities in education due to its integration of (a) developmental systems theory, (b) prevention science, (c) ecological systems theory, and (d) implementation science.</td><td>5,440</td><td>3</td></tr><tr><td>2</td><td>Iovino et al.</td><td>Teaching Simple Strategies to Foster Emotional Well-Being</td><td>The aim of this paper was to identify strategies used in cognitive behavioral therapy (CBT) interventions that can be proactively and easily used in schools to promote emotional wellbeing (EWB) in youth who may be experiencing anxiety and depression. The identified strategies were self-awareness, self-soothing, and social relationships.</td><td>3,920</td><td>0</td></tr><tr><td>3</td><td>Waters and Loton</td><td>Tracing the Growth, Gaps, and Characteristics in Positive Education Science: a Long-Term, Large-Scale Review of the Field</td><td>This large-scale quantitative review used publication data to track the presence of positive education terms over a 100+ year period across 35 psychology journals and education journals utilizing two analytical methods.</td><td>3,239</td><td>3</td></tr><tr><td colspan="6"><strong>Survey design papers</strong></td></tr><tr><td>4</td><td>Baatouche et al.</td><td>Meaning of Education and Wellbeing: understanding and Preventing the Risk of Loss of Meaning in Students</td><td>The aim of this paper was to analyze and understand, from an existential perspective, the psychological resources that students can activate in order to attribute meaning to their training.</td><td>978</td><td>0</td></tr><tr><td>5</td><td>Chhajer and Chaudhry</td><td>What Makes Indian Management Students Thrive? Role of Decision-Making Discretion, Broad Information Sharing, and Climate of Trust</td><td>This paper examines (a) the relationship of decision-making discretion, broad information sharing and climate of trust with thriving, and (b) the role of self-determination theory in determining this relationship.</td><td>808</td><td>0</td></tr><tr><td>6</td><td>Donohue and Bornman</td><td>Academic Well-Being in Higher Education: a Cross-Country Analysis of the Relationship Between Perceptions of Instruction and Academic Well-Being</td><td>The purpose of this research was to explore the relationship between U.S. and South African university students' perceptions of the overall quality of instruction (PQI) they experienced since COVID-19 and their academic wellbeing.</td><td>844</td><td>0</td></tr><tr><td>7</td><td>Li et al.</td><td>The Association Among Achievement Goal Orientations, Academic Performance, and Academic Wellbeing Among Chinese Medical Students: A Cross-Sectional Study</td><td>This study aimed to explore the status of achievement goal orientations among medical students in China and to further identify the association among academic performance, academic wellbeing, and achievement goal orientations.</td><td>2,125</td><td>2</td></tr><tr><td>8</td><td>Lillard et al.</td><td>An Association Between Montessori Education in Childhood and Adult Wellbeing</td><td>The study aimed to evaluate the Montessori pedagogy as a means to enhance wellbeing contemporaneously and predictively, including self-determination, meaningful activities, and social stability.</td><td>11,925</td><td>4</td></tr><tr><td>9</td><td>Moosa and Bekker</td><td>Working Online During COVID-19: Accounts of First Year Students Experiences and Well-Being</td><td>The aim of this paper is to explore how inclusive policy, practice and culture at one public South African university supported students' wellness while learning online during emergency remote learning.</td><td>1,181</td><td>0</td></tr></tbody></table>

(Continued)
<table><caption>TABLE 1 (Continued)</caption><thead><tr><th>No</th><th>Author</th><th>Title</th><th>Purpose</th><th>Views</th><th>Citations</th></tr></thead><tbody><tr><td colspan="6"><strong>Review papers</strong></td></tr><tr><td>10</td><td>Utvær et al.</td><td>Nursing Students' Emotional State and Perceived Competence During the COVID-19 Pandemic: the Vital Role of Teacher and Peer Support</td><td>The aim of this study was to investigate the associations between peer support, teacher support, emotional state, and perceived competence in nursing students during the pandemic.</td><td>2,480</td><td>0</td></tr><tr><td>11</td><td>van Dijk et al.</td><td>Experiences of Clinical Clerkship Students With Mindfulness-Based Stress Reduction: a Qualitative Study on Long-Term Effects</td><td>The purpose of this study was to explore the mindfulness practice, its long-term effects, facilitators and barriers, in clinical clerkship students 2 years after participation in an 8-week mindfulness-based stress reduction (MBSR) training.</td><td>908</td><td>1</td></tr><tr><td>12</td><td>Van Tonder et al.</td><td>Enabling Self-Directed Academic and Personal Wellbeing Through Cognitive Education</td><td>The aim of this study was to explore the effectiveness of an intervention initiative that exposes teachers to foregrounding Cognitive Education to establish the latent potential of the intervention for assisting learners to develop self-regulating abilities that progressively inspires increased self-directed action.</td><td>1,449</td><td>0</td></tr><tr><td>13</td><td>White et al.</td><td>Unintended Positive Consequences of Development Centers in University Graduates</td><td>The aim of this study was to identify whether the generalized self-efficacy of graduates can be positively affected by a development center approach in the short-term and long-term.</td><td>841</td><td>0</td></tr><tr><td>14</td><td>Zalazar-Jaime et al.</td><td>Contribution of Academic Satisfaction Judgments to Subjective Well-Being</td><td>This paper examined the contribution of academic satisfaction (AS) judgments on subjective wellbeing (SWB) in university students.</td><td>430</td><td>0</td></tr><tr><td colspan="6"><strong>Intervention papers</strong></td></tr><tr><td>15</td><td>Berg et al.</td><td>The Development of Teachers' and Their Students' Social and Emotional Learning During the "Learning to Be Project"-Training Course in Five European Countries</td><td>The present study evaluates teachers' and their students' readiness for social and emotional learning (SEL) during an intervention providing teachers' with skills to teach and assess social and emotional learning in the classroom in five European countries.</td><td>3,364</td><td>2</td></tr><tr><td>16</td><td>Zaharia et al.</td><td>Proof of Concept: a Brief Psycho-Educational Training Program to Increase the Use of Positive Emotion Regulation Strategies in Individuals With Autism Spectrum Disorder</td><td>The present study aimed at testing the practical potential and the preliminary effects of a brief novel psycho-educational training program on positive emotion regulation for individuals with autism spectrum disorders.</td><td>1,758</td><td>0</td></tr></tbody></table>
subjective wellbeing. A harmonious competitive environment for medical students to improve their academic wellbeing and performance by boosting positive achievement goal orientations is recommended.

Lillard et al. surveyed 834 students who attended at least 2 years of Montessori schools and 1,071 students who attended conventional schools in US and Canada (current mean age of participants was 37 years). Results of structural equation modeling found attending Montessori for at least two childhood years was associated with significantly higher adult wellbeing in terms of general wellbeing, engagement, social trust, and self-confidence.

Moosa and Bekker used a phenomenological qualitative approach to explore the lived experiences of 187 first year South African university students while working online during the COVID-19 pandemic through written responses to four open ended questions. Results highlighted that online learning had a negative effect on student overall spiritual, physical, emotional and social wellness.

The study by Utvær et al. investigated the associations between peer support, teacher support, wellbeing, and perceived competence in 329 nursing students at a large university in Norway during the pandemic. Results of structural equation modeling found that teacher and peer support are significant to nursing students' emotional states and perceived competence.

In the van Dijk et al. study, thematic analysis of interview data from 16 clinical clerkship students from the Radboudumc in Nijmegen, Netherlands 2 years after participation in an 8-week mindfulness-based stress reduction (MBSR) training found interviewees were still engaged in (mostly informal) mindfulness practice contributing to both personal and professional changes. In light of the high clerkship demands, MBSR training could be a valuable addition to medical curricula, supporting medical students in developing necessary competencies to become well-balanced professionals.

Van Tonder et al. explored interview data from 17 pre-school and primary teachers from public and private schools in South Africa who completed an 80-h strengths-based cognitive education intervention. Results found the intervention holds benefits for equipping teachers with teaching strategies to create classroom conditions that nurture the development of thinking skills and dispositions that are important for self-regulating, and ultimately self-directing academic and personal wellbeing.

The study by White et al. combined self-report survey and interview data from 17 industrial psychology graduate students at a select university in the Western Cape, South Africa, to investigate the effect of a development center-based competency assessment intervention on self-efficacy. Results found a positive increase in the general self-efficacy levels of graduates who completed the intervention. This effect was maintained at 3-month follow up testing.

Finally, Zalazar-Jaime et al. analyzed survey data on academic satisfaction (AS), life satisfaction, positive/negative emotions and subjective wellbeing (SWB), from 326 university

students (mean age 22 years). Results of structural equation modeling found the positive effects of AS on SWB are partially mediated by life satisfaction judgments and a balance of positive/negative emotions.

## Intervention papers

The study by Berg et al. evaluated the efficacy of an experimental project called “Learning to Be: Development of Practices and Methodologies for Assessing Social, Emotional and Health Skills within Education Systems” which brought together education authorities, teaching practitioners and researchers from seven European countries: Finland, Italy, Latvia, Lithuania, Portugal, Slovenia, and Spain. The intervention group consisted of 243 teachers and 2,552 students; the comparison group consisted of 159 teachers and 1,730 students. Results of repeated measures ANOVA found no effect in teachers for the SEL intervention, however, the younger students (8–11 years) were found to have improved self-management skills that were more difficult for the teenagers (12–15 years). This may indicate that positive education interventions should be started before the stormy phase of puberty.

In the study by Zaharia et al., thirty male participants with autism spectrum disorder (aged 10–35 years; training group = 14, waitlist group = 16) underwent a three-session program on the use of adaptive positive emotion regulation (ER) strategies (i.e., attentional deployment, cognitive change, and response modulation). Results of repeated measures MANOVAs and multilevel modeling found the training group showed a significant increase in the self-reported use of the ER strategies compared to the waitlist group. The increase in the use of ER strategies maintained up to 7 weeks in the overall sample. Having reached high satisfaction rates and the intended effects in this proof of concept study, this novel program represents a promising tool to support ER. Future research should next investigate the efficacy of the intervention on day-to-day emotional experience and wellbeing.

## Conclusion

Research supporting students' wellbeing and academic success are closely linked (Dix et al., 2020; Van Zyl et al., 2022), suggesting the importance of fostering wellbeing in the educational context (Ciarrochi et al., 2016; OECD, 2017; Govorova et al., 2020). The manuscripts featured in this Frontiers Research Topic show the many avenues of positive education for the development of positive psychology interventions within educational settings designed to increase student wellbeing and success. Specifically, the papers presented how positive education can enable wellbeing from a sustained whole child, school, community, and equitable lens. As schools
transition to a post-COVID world, future research should
continue to study these avenues of positive education for
building wellbeing in all students.

Author contributions

MC drafted the first version of the editorial. LZ and RS revised the manuscript. All authors provided input and accepted the final version of the manuscript.

Acknowledgments

We would like to extend a word of thanks to Chloe Blundell
and Lydia Campbell-Black for their support in launching this
Research Topic.

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Conflict of interest

The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

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