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  1. 5 Polish Psychological Bulletin
  2. 5 Studies in Second Language Learning and Teaching
  3. 4 Seminare. Poszukiwania naukowe
  4. 4 Theory and Practice of Second Language Acquisition
  5. 3 Magyar Pszichologiai Szemle (Hungarian Psychological Review)
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  1. 2 2024
  2. 6 2023
  3. 2 2022
  4. 2 2021
  5. 2 2020
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  1. 3 Budzińska K.
  2. 3 Kwiatek P.
  3. 3 MacIntyre P. D.
  4. 3 Mercer S.
  5. 2 Jagieła J.
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1
STUDIES OF POSITIVE PSYCHOLOGY IN HUNGARIAN JOURNALS AND BOOKS (2000-2011)
100%
Magyaródi T.
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nr 1
183-191
EN
The author reviews the publications on positive psychological topics on the basis of 6 important professional journals and books published in the last 10 years..
2
Content available When Language Anxiety and Selective Mutism Meet in the Bilingual Child: Interventions from Positive Psychology
100%
Leacox L. , Meza M. V. , Gregersen T. S.
Theory and Practice of Second Language Acquisition
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2016
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tom 2
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nr 2
EN
Abstract: Selective mutism is more common than initially thought and afflicts immigrant language minority children at approximately three times the rate of monolinguals (Toppelberg, Tabors, Coggins, Lum, & Burgers, 2005). Children who have developmental language and/or articulation problems and children who are quiet due to anxiety or concerns about accents and limited fluency can suffer from selective mutism. This case study examines the efficacy of interdisciplinary treatment with three positive psychology interventions to treat an eight-year-old Spanish-English bilingual child with selective mutism.  Pet-assistance therapy, music therapy, and laughter therapy were incorporated into the child’s speech-language therapy sessions to increase verbal productions across 14 weeks.  Results indicated that pet-assisted therapy revealed positive outcomes, with modest gains for music and laughter.  Implications of outcomes, collaboration, and conclusions are discussed.
3
Content available Znaczenie i rozwój psychologii nadziei w ujęciu Charlesa Richarda Snydera
100%
Kwiatek P.
Seminare. Poszukiwania naukowe
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2012
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tom 31
157-170
EN
What is hope, does it belong to any cognitive structure of the mind or rather is it a kind of human feeling? The aim of this paper is to describe the theory of hope according to C.R. Snyder (1944–2006). This contemporary point of view has provided a lot of inspiration for many studies in a variety of different fields. Undoubtedly, the reality of hope has a big impact on educational performance, health condition, stress management and adaptive skills. It is not only a life-line in times of emergency or strife, when humans have to cross some difficulties in life, but it is also the daily force to live in the present. Hope according to Snyder is a three dimensional construct of the integrated cognitive process (willpower, waypower and goal direction). The applicability and power of this construct lies in its potential to change the general level of hope in individual lives and social groups, not just in the future, but in the present.
4
Content available Polska adaptacja kwestionariusza do pomiaru mocnych stron charakteru International Personality Item Pool–Values in Action (IPIP-VIA). Wyniki wstępne
100%
Najderska M. , Cieciuch J.
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nr 13/1
65-83
EN
In 2004 Peterson and Seligman presented their concept of virtues and 24 character strengths which are widely-valued positive characteristics considered to be important for achieving a good, happy life (Peterson, Seligman, 2004). For their measurement Peterson and Seligman (2004) developed Values in Action – Inventory of Strengths (VIA-IS). As a part of his International Personality Item Pool project (ipip.ori.org), Goldberg developed his own measurement of Peterson and Seligman’s character strengths, which differs from VIA-IS for example in its open access form. Research on Polish version of the International Personality Item Pool – Values in Action questionnaire (IPIP-VIA) was conducted on a sample of N = 908 adults. It proved satisfactory psychometric properties of the tool. High or satisfactory reliability for all the scales measuring character strengths was achieved. Validity of the tool was tested by comparing sex differences obtained in research with a Polish version of the IPIP-VIA and the results of studies conducted in the UK with the VIA-IS questionnaire.
5
Content available Examining emotional intelligence within the context of positive psychology interventions
100%
Gregerson T. , MacIntyre P. D. , Hein Finegan K. , Read Talbot K. , Claman S. L.
Studies in Second Language Learning and Teaching
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2014
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tom 4
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nr 2
327-353
EN
Emotional intelligence has not been widely studied in second language acquisition and studies published to date have been questionnaire-based. In this study we take a qualitative approach to focus on how emotional intelligence is used by two participants, one a learner and the other a pre-service teacher. The two focal participants were selected because they showed the most positive movement toward attaining their possible future L2 selves among a larger sample. Analysis shows the ways in which four branches of emotional intelligence inter-acted as respondents worked with three activities adapted from the literature on positive psychology: savouring, three good things, and learned optimism. This paper shows how both the learner and teacher employed emotional intelligence to understand and integrate their experiences inside and outside the classroom as part of the language learning and teaching process.
6
Content available Slow movement, psychologia pozytywna i dobrostan wobec społecznych wyzwań konsumeryzmu. Czy dobra niepozycjonujące mogą stać się wyznacznikiem prestiżu
100%
Kozłowski T.
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nr 3(103)
263-287
EN
Positive psychology successfully takes the first steps to explain what makes people happy, drawing on the tradition of twentieth-century psychology, as well as evolutionary psychology and neuropsychology. In addition, its statements seem to resonate with the philosophical tradition of Far East, which sources of happiness and well-being sees apart from the ‘self ’, denying the individualistic desires connected to the satisfaction of vain ego that demands – metaphorically speaking – honors and immediate pleasure. However, with its ideas positive psychology perfectly fits into current commercial philosophy of ‘slow movement’, which encourages people to find joy in everyday activities, focus on self-development, derive satisfaction from small pleasures, cultivate their hobbies and social contacts. Because ‘slow movement’ is firmly connected with the specific kind of market, therefore, though positive psychology suggests distancing from the issues of material problems, it becomes – as if in spite of itself – another positioning value, which only determines the status of individuals.
7
Content available About positive psychology - between light and shadow
100%
Jelonkiewicz I.
Problemy Opiekuńczo-Wychowawcze
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2020
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tom 586(1)
12-26
EN
The article discusses the history and development of positive psychology - a new psychological discipline emerged at the end of the 20th century. The sources and philosophical foundations of positive psychology associated with the existential approach and humanistic psychology are presented. The specificity of this new field based on a strict, scientific and empirical way of studying human behaviour was characterized. The most important definitions of well-being were reviewed and possible changes in well-being under the influence of adverse life events were analysed. The application use of positive psychology is visible in the dynamically developing field of positive psychological interventions that improve people's functioning. Information illustrating the relationship between experienced emotions and the functioning of the nervous system was also presented. The literature of the subject includes articles questioning the novelty and usefulness of the idea of positive psychology and critically assessing the achievements of the new discipline. Currently, the second wave positive psychology (SWPP) is developing, which tries to balance the positive and negative aspects of people's lives. An illustration of this dialectical process is the metaphor of the mixing of light and darkness. Nowadays, positive psychology can be understood as a movement of scientific and intellectual change broadening the horizons of science.
8
Content available The compatibility of positive psychology and the Ludic strategy in foreign language education
100%
Siek-Piskozub T.
Glottodidactica
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2016
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tom 43
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nr 1
97-106
EN
The Ludic strategy, an approach to foreign language teaching (FLT), popularised by the present author since the 1990’s which acknowledges the value of a humanistic approach, yet also emphasises an emergence of positive feelings, while engaging in the ludic tasks for FLT purposes, is in line with the claims of positive psychology. For the analysis the most popular model of the well-being theory, Seligman’s PERMA model will be used. Referring to research in FLT on language competence, I will analyse the benefits of applying LS in the FL classroom, and by using the PERMA model I will show that LS can be treated as a useful tool for FLT congruent with the claims of positive psychology, and that the model can be used in planning FLT research.
9
Content available What can we learn about strategies, langugae learning, and life from the two extreme cases: The role of well-being theory
88%
Oxford R. L.
Studies in Second Language Learning and Teaching
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2014
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tom 4
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nr 4
593-615
EN
This article presents two foreign or second language (L2) learner histories representing the extreme ends of the spectrum of learner well-being. One story reflects the very positive learning experiences of a highly strategic learner, while the other story focuses on a less strategic learner’s negative, long-lasting responses to a single traumatic episode. The theoretical framework comes from the concept of well-being in positive psychology (with significant adaptations). In addition to contrasting the two cases through the grounded theory approach, the study suggests that the adapted well-being framework is useful for understanding L2 learning experiences, even when the experiences are negative.
10
Content available remote Self-determination, positive psychology, and disability
88%
Wehmeyer M. L.
Człowiek - Niepełnosprawność - Społeczeństwo
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2014
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nr 4(26)
7-17
EN
defect within a person to the fit between a person’s capacities and the demands of the context, that provide the opportunity to consider a strengths-based approach to disability. This article will examine the knowledge base pertaining to self-determination and people with disabilities, particularly people with intellectual and developmental disabilities, within a strengths-based model of disability and the broader field of positive psychology. The article will introduce Causal Agency Theory as theoretical framework for developing and enhancing supports to enable people with disabilities to engage in agentic actions through instruction in goal setting and attainment strategies, to influence self-determination, causal agency, and overall well-being across diverse socialcontextual contexts. Research pertaining to efforts to promote self-determination in the context of special education will be examined.
PL
Na całym świecie nastąpiła zmiana w rozumieniu niepełnosprawności i przejście od postrzegania jej jako wady występującej u danej osoby do dopasowania pomiędzy możliwościami osoby a wymogami kontekstu, co daje okazję do rozważenia podejścia do niepełnosprawności opartego na mocnych stronach osoby nią dotkniętej. Niniejszy artykuł bada podstawę wiedzy dotyczącej samostanowienia i osób niepełnosprawnych – w szczególności osób z niepełnosprawnością intelektualną i rozwojową – w ramach modelu niepełnosprawności opartego na mocnych stronach osoby niepełnosprawnej i szerzej rozumianej psychologii pozytywnej. Artykuł wprowadza Teorię Działania Sprawczego (Causal Agency Theory) jako teoretyczną konstrukcję dla rozwijania i poprawiania wsparcia w celu umożliwienia osobom niepełnosprawnym angażowania się w działania sprawcze poprzez nauczanie strategii wyznaczania i osiągania celów, wpływania na swoje samostanowienie, działanie sprawcze i ogólny dobrobyt w rozmaitych kontekstach społecznych. Artykuł zajmuje się także badaniami dotyczącymi starań podejmowanych w celu propagowania samostanowienia w kontekście pedagogiki specjalnej.
11
Content available Introducing positive psychology to SLA
88%
MacIntyre P. D. , Mercer S.
Studies in Second Language Learning and Teaching
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2014
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tom 4
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nr 2
153-172
EN
This paper introducespositive psychology to the study of language by describing its key tenets.
12
Content available Positive institutions: Case study
88%
Budzińska K.
Theory and Practice of Second Language Acquisition
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2018
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tom 4
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nr 2
EN
Positive psychology was founded on three main pillars: positive emotions, positive character traits associated with good living and positive institutions that create conditions for students to flourish (Seligman and Csikszentmihalyi, 2000). Nevertheless, the research in psychology so far has been concentrating on positive emotions and character strengths. Enabling institutions have been the least well studied of the three pillars. A salient additional perspective, as MacIntyre and Mercer (2014) propound, would be to concentrate on the context in which students can experience enjoyment and flourish in foreign language learning. I try to fill the niche by analyzing a language school in the further education context in Poland which seems to be a positive institution. I base my study around the two criteria: enabling success and promoting positive language learning environments or student well-being. The language school is analysed from three different angles: physical, pedagogical and psychological by means of an ethnographical research method and participant observation. The study is carried out in order to answer the research question: Can the school be labelled as a positive institution? The results demonstrate that the institution enables success as well as provides a positive learning environment and thus could be regarded as positive. The study is hoped to have contributed to positive psychology research by demonstrating what it means to be a positive institution in practice. 
13
Content available Późna dorosłość jako motyw przekazów reklamowych w kontekście psychologii pozytywnej
88%
Dudziak A.
Civitas et Lex
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2024
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tom 42
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nr 2
19-30
EN
The increased scientific interest in late adulthood, as well as in intergenerational relations of the elderly, finds particular justification in the current demographic situation in Europe and Poland. The subject of the study is old age functioning as a motif of advertising messages. The reflections concern the psychological-positive alternative to the phenomenon of generating a stereotype of the elderly in advertising. The stereotyping of the advertising image of people at the existential stage of late adulthood poses a danger of increasing ageism in the media space and in colloquial social consciousness. The postulated form of counteracting ageism is education in the aspect of developmental changes in late adulthood (including through the dissemination of reliable knowledge about the aging process in social communication), taking into account the current state of research on the intergenerational potential of older people, i.e. wisdom, quality of life.
14
Content available Introducing positive psychology to SLA
88%
Mercer S. , MacIntyre P. D.
Studies in Second Language Learning and Teaching
|
2014
|
tom 4
|
nr 2
153-172
EN
Positive psychology is a rapidly expanding subfield in psychology that has important implications for the field of second language acquisition (SLA). This paper introduces positive psychology to the study of language by describing its key tenets. The potential contributions of positive psychology are contextualized with reference to prior work, including the humanistic movement in language teaching, models of motivation, the concept of an affective filter, studies of the good language learner, and the concepts related to the self. There are reasons for both encouragement and caution as studies inspired by positive psychology are undertaken. Papers in this special issue of SSLLT cover a range of quantitative and qualitative methods with implications for theory, research, and teaching practice. The special issue serves as a springboard for future research in SLA under the umbrella of positive psychology.
15
Content available What we can learn about strategies, language learning, and life from two extreme cases: The role of well-being theory
88%
Oxford R. L.
Studies in Second Language Learning and Teaching
|
2014
|
tom 4
|
nr 4
593-615
EN
This article presents two foreign or second language (L2) learner histories representing the extreme ends of the spectrum of learner well-being. One story reflects the very positive learning experiences of a highly strategic learner, while the other story focuses on a less strategic learner’s negative, long-lasting responses to a single traumatic episode. The theoretical framework comes from the concept of well-being in positive psychology (with significant adaptations). In addition to contrasting the two cases through the grounded theory approach, the study suggests that the adapted well-being framework is useful for understanding L2 learning experiences, even when the experiences are negative.
16
Content available „Bo we mnie zdrowie i siła jest…” Edukacyjna analiza transakcyjna z perspektywy pozytywnej psychopedagogiki
75%
Jagieła J.
Lubelski Rocznik Pedagogiczny
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2019
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tom 38
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nr 3
EN
From the very beginning, transactional analysis (TA) in its psychotherapeutic dimension has been guided by the same assumptions which form the basis of positive psychology. This fact has been pointed out by a number of authors publishing in Transactional Analysis Journal. The implementation of transactional analysis into education and its problems, models and solutions additionally increase the involvement of this concept in contemporary positive psychology.
PL
Analiza transakcyjna (AT) jako jeden z kierunków psychoterapii od początku swojego istnienia kierowała się założeniami bliskimi psychologii pozytywnej. Na ten fakt zwraca uwagę wielu autorów publikujących w „Transactional Analysis Journal”. Implementacje analizy transakcyjnej do edukacji i pojawiające się tutaj problemy, modele i rozwiązanie dodatkowo zwiększają zaangażowanie tej koncepcji w kierunku współcześnie rozumianej psychologii pozytywnej.
17
Content available May Amusement Serve as a Social Courage Engine?
75%
Kryś K.
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tom 41
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nr 2
67-73
EN
According to Fredrickson’s (1998, 2001) “Broaden-and-Built Theory of Positive Emotions”positive emotions have different effects in social life and are based on different mechanisms than negative emotions do. Moreover positive emotions vary among themselves – there are quality differences between them and they shall not be treated only as a single positive mood. Three simple studies presented here and inspired by the Fredrickson’s theory demonstrate that amusement, in comparison to neutral condition as well as to another positive emotion, may serve as a social courage engine. Amused participants were more courageous in the radio (study 1) as well as in the TV interview (study 2) and declared more courage in case of meeting new hypothetical person (study 3).
18
OPTIMISM, QUALITY OF LIFE AND POSITIVE PSYCHOTHERAPY
75%
Szondy M.
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tom 66
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nr 1
203-223
EN
uring the last decades compared to the negative cognitions the positive cognitions get much less attention in academic research and in the field of cognitive-behavioral therapy. With the birth of applied positive psychology the positive emotions and strengths could get a more and more important role during the process of the therapy. It may be hypothesized that the positive effect of the optimism-increasing interventions, the quality of life therapy, well-being therapy and positive psychotherapy is due to the enhancement of the constructive mode functioning (Clark, Beck, 2010).
19
Content available Pozytywna analiza transakcyjna
75%
Jagieła J.
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|
nr 8
237-245
EN
From the very beginning, transactional analysis (TA) in its psychotherapeutic dimension has been guided by the same assumptions which form the basis of positive psychology. This fact has been pointed out by a number of authors publishing in TAJ. The implementation of transactional analysis into education and its problems, models and solutions additionally increase the involvement of this concept in contemporary positive psychology. Thanks to educational transactional analysis, the school and the entire educational system can become a place that offers a chance for proper development and the realization of the potential of all agents who take part in education and upbringing (students, teachers, parents).
PL
Analiza transakcyjna (AT) jako jeden z kierunków psychoterapii od początku swojego istnienia kierował się założeniami bliskimi pozytywnej psychologii. Na ten fakt zwraca uwagę szereg autorów TAJ. Implementacje analizy transakcyjnej do edukacji i pojawiające się tutaj problemy, modele i rozwiązanie dodatkowo jeszcze zwiększają zaangażowanie tej koncepcji w kierunku współcześnie rozumianej psychologii pozytywnej. Dzięki edukacyjnej analizie transakcyjnej szkoła i cały system oświatowy może stać się miejscem stwarzającym szansę korzystnego rozwoju oraz urzeczywistniania swoich możliwości wszystkich podmiotów (uczniów, nauczycieli, czy rodziców) obecnych w procesie kształcenia i wychowania.
20
Content available Positive Language Education: Combining Positive Education and Language Education
75%
Mercer S. , MacIntyre P. , Gregersen T. , Talbot K.
Theory and Practice of Second Language Acquisition
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2018
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tom 4
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nr 2
EN
In this paper, we discuss the notion of Positive Language Education (PLE), which stems from a combination of Positive Education and Language Education. We suggest that there are good reasons for language educators to engage in enhancing 21st century skills alongside the promotion of linguistic skills. One key set of 21st century competences that would have academic and non-academic benefits are those which promote wellbeing. Wellbeing is indeed the foundation for effective learning and a good life more generally. Drawing on ideas from Content and Integrated Language Learning and Positive Education, PLE involves integrating non-linguistic and linguistic aims in sustainable ways which do not compromise the development of either skill set, or overburden educators. We believe that there are strong foundations on which to build a framework of PLE. Firstly, many language teachers already promote many wellbeing competences, in order to facilitate language learning. There is also a growing body of research on Positive Psychology in Second Language Acquisition on which further empirical work with PLE interventions can be developed. Building on the theoretical arguments put forward in this paper, we call for an empirically validated framework of PLE, which can be implemented in diverse cultural and linguistic settings.
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