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2. Positive health

Author

O'Boyle, Ciaran A., primary, Lianov, Liana, additional, Burke, Jolanta, additional, Frates, Beth, additional, and Boniwell, Ilona, additional

Published
2023
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11. Finding consensus on well-being in education.

Author

Curren, Randall, Boniwell, Ilona, Ryan, Richard M., Oades, Lindsay, Brighouse, Harry, Unterhalter, Elaine, Kristjánsson, Kristján, de Ruyter, Doret, Macleod, Colin, Morris, Ian, and White, Mathew

Subjects
WELL-being, ECONOMIC development, HUMAN capital
Abstract

Research on well-being and concern over the well-being of students and teachers has grown dramatically in recent years. Researchers and reformers in positive psychology and education, self-determination theory, social and emotional learning, liberal-democratic political and educational philosophy, and neo-Aristotelian theories of flourishing and character education have played formative and intersecting roles in what is now an international movement to promote the lifelong flourishing of students as an alternative to a human capital and economic growth focus for education. This article defends this flourishing-focused reorientation of education policy and practice, using a value-led and evidence-informed methodology. It sorts through the conceptual disputes and clarifies the ethical considerations that should guide efforts to advance the well-being of students and teachers, assesses key claims and arguments, and brings together compatible aspects of the leading philosophical and psychological perspectives on flourishing as an aim of education. It identifies ethically and evidentially justifiable points of consensus on well-being and flourishing in education, presents a consensus model of relationships between educational environments, learning, and flourishing, and concludes with some recommendations for educational policy and practice. [ABSTRACT FROM AUTHOR]

Published
2024
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12. Satisfaction with time use and its relationship with subjective well-being

Author

Boniwell, Ilona

Subjects
153.753
Abstract

Much research on time use has been based on assumptions about clock and calendar time. Less is known about how people experience their time use, what makes people satisfied with their time use and about the nature of the relationship between the use of time and well-being. This thesis addressed these questions though literature reviews of well-being and time-use and two empirical studies. The first study employed a qualitative design using semi-structured in-depth interviews with 21 purposefully selected participants. Interpretative Phenomenological Analysis (IPA) was used to analyse the data. The ten super-ordinate themes that emerged from the data as contributing to satisfaction with time use were allocated into four overarching categories: Motivation, Organisation, Execution and Evaluation. The objectives of the second quantitative study were to investigate if key themes identified in the previous study would be replicated with a larger sample and to examine relationships between satisfaction with time use, subjective well-being, and locus of control. The study employed a survey design using postal questionnaires, completed by 173 randomly selected Open University students. A factor analysis of the time use questionnaire produced four factors: liking what one does and perceiving it as worthwhile; balance; achievement and responsibility; time anxiety and lack of control. These factors accounted for 40% of the variance in satisfaction with time use. Satisfaction with time use was also found to correlate significantly with various wellbeing measures. The studies highlighted a number of factors contributing to satisfaction with time use previously ignored or under-researched in the time use literature, including motivation for time use activities, perceived balance in time allocation, taking responsibility for one's time, and the sense of achievement. The findings suggest that in terms of satisfaction with time use, time use interventions might be more helpful if focused on psychological aspects of time use, and less on time management techniques.

Published
2006
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13. Positive time use: a missing link between time perspective, time management, and well-being.

Author

Osin, Evgeny and Boniwell, Ilona

Subjects
TIME perspective, TIME management, WELL-being, SUBJECTIVE well-being (Psychology), LIFE satisfaction
Abstract

The article discusses the concept of positive time use and its relationship to well-being. The authors propose a model of positive time use that includes four components: self-congruence of daily activities, balance between activities, efficient use of time, and a sense of mastery over one's time. They developed a new measure, the Positive Time Use Inventory (PTUI), and found that positive time use was associated with balanced time perspective, satisfaction with life, and subjective well-being. The authors suggest that positive time use can inform time management coaching interventions and contribute to a comprehensive framework of temporal well-being. The text provides a theoretical model and presents the findings of Study 1, which focused on the development of the Positive Time Use Inventory. This document presents the findings of two studies conducted to explore the concept of positive time use and its relationship with well-being. The studies involved the development and validation of the Positive Time Use Inventory (PTUI), a measure consisting of four subscales: Self-Congruence of Activities, Balance of Activities, Sense of Control over Time, and Efficiency of Time Use. The results indicate that positive time use is weakly to moderately correlated with subjective well-being and sense of coherence. The studies also found that self-congruence of activities, balance of activities, sense of control over time, and efficiency of time use show weak to moderate intercorrelations, suggesting discriminant validity. However, the studies have limitations, including a modest sample size and the use of a student [Extracted from the article]

Published
2024
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22. Peut-on envisager une éducation positive ?

Author

Boniwell, Ilona, Shankland, Rebecca, Martin-Krumm, Charles, Paquet, Yvan, Cognitions Humaine et ARTificielle (CHART), Université Paris 8 Vincennes-Saint-Denis (UP8)-École pratique des hautes études (EPHE), Université Paris sciences et lettres (PSL)-Université Paris sciences et lettres (PSL)-Université Paris Nanterre (UPN)-Université Paris-Est Créteil Val-de-Marne - Paris 12 (UPEC UP12), Institut de Recherche Biomédicale des Armées (IRBA), Maladies chroniques, santé perçue, et processus d'adaptation (APEMAC), Université de Lorraine (UL), École de Psychologues Praticiens (EPP), Charles Martin-Krumm, and Cyril Tarquinio

Subjects
[SHS.PSY]Humanities and Social Sciences/Psychology, ComputingMilieux_MISCELLANEOUS
Abstract

International audience

Published
2021

25. Surviving or Thriving? Do Teachers Have Lower Perceived Control and Well-Being than Other Professions?

Author

Grenville-Cleave, Bridget and Boniwell, Ilona

Abstract

Teaching is not what it used to be. The complexity and intensity of the pressures on teachers and the pace of education reform are unprecedented. The aim of this research was to explore perceived control and well-being in teachers and other professionals. A mixed methods design was selected. Phase 1 consisted of an online quantitative survey (298 participants, 222 females, 76 males). Perceived control was measured using the Brief Levenson LOC and Generalised Self-Efficacy Scales, well-being was measured using the Life Orientation Test-Revised, Satisfaction with Life, Subjective Happiness and Ego Resilience Scales. Phase 2 consisted of semi-structured interviews (n = 6); thematic analysis was carried out. It was hypothesised that teachers have lower perceived control and well-being than other professionals, and that older teachers have higher internal control than younger teachers. Independent t-tests using teachers (n = 150) and non-teachers (n = 148) revealed that teachers' mean scores were significantly different to those of non-teachers. Teachers' perceived control and well-being were significantly lower than those of non-teachers (p greater than 0.001). The hypothesis that teachers have significantly lower perceived control and well-being than other professionals was supported. Four themes related to control were located in the qualitative analysis: autonomy, authenticity, connection to others and resilience. The study found that there were similarities between professions in terms of need for control over one's work. Teachers value connections more highly; non-teachers value objectivity and independence more highly. It is suggested that non-teachers are better prepared to deal with change than teachers. The results are discussed in the context of ongoing reform in the education system, focusing on what actions can be taken to enhance teachers' well-being. (Contains 1 table.)

Published
2012
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27. Introduction

Author

David, Susan A., Boniwell, Ilona, Ayers, Amanda Conley, Boniwell, Ilona, book editor, David, Susan A., book editor, and Ayers, Amanda Conley, book editor

Published
2013
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32. Introduction

Author

David, Susan A., primary, Boniwell, Ilona, additional, and Ayers, Amanda Conley, additional

Published
2013
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34. The positive role of hope on the relationship between loneliness and unhappy conditions in Hungarian young adults:How pathways thinking matters!

Author

Chang, Edward C., Chang, Olivia D., Martos, Tamás, Sallay, Viola, Zettler, Ingo, Steca, Patrizia, D’Addario, Marco, Boniwell, Ilona, Pop, Alina, Tarragona, Margarita, Slemp, Gavin R., Shin, Ji eun, de la Fuente, Amaia, Cardeñoso, Olga, Chang, Edward C., Chang, Olivia D., Martos, Tamás, Sallay, Viola, Zettler, Ingo, Steca, Patrizia, D’Addario, Marco, Boniwell, Ilona, Pop, Alina, Tarragona, Margarita, Slemp, Gavin R., Shin, Ji eun, de la Fuente, Amaia, and Cardeñoso, Olga

Abstract

In this study, we examined loneliness and hope components as predictors of unhappy conditions (viz., anxious symptoms, depressive symptoms, & suicidal ideation) in young adults. The sample was comprised of 489 Hungarian college students. Results of conducting hierarchical regression analyses indicated that loneliness and hope pathways (but not hope agency) were important unique predictors of anxious symptoms, depressive symptoms, and suicidal ideation. Moreover, in part, consistent with the notion that hope might buffer the negative effects of loneliness on unhappy conditions, evidence for a significant Loneliness × Hope Pathways interaction effect in predicting each of the three indices of unhappy conditions was found. In contrast, the Loneliness × Hope Agency interaction effect was not found to be significant. Some implications of the present findings for the study and treatment of unhappy conditions in adults are discussed.

Published
2019

35. The positive role of hope on the relationship between loneliness and unhappy conditions in Hungarian young adults: How pathways thinking matters!

Author

Chang, E, Chang, O, Martos, T, Sallay, V, Zettler, I, Steca, P, D’Addario, M, Boniwell, I, Pop, A, Tarragona, M, Slemp, G, Shin, J, de la Fuente, A, Cardeñoso, O, Chang, Edward C., Chang, Olivia D., Martos, Tamás, Sallay, Viola, Zettler, Ingo, Steca, Patrizia, D’Addario, Marco, Boniwell, Ilona, Pop, Alina, Tarragona, Margarita, Slemp, Gavin R., Shin, Ji-eun, de la Fuente, Amaia, Cardeñoso, Olga, Chang, E, Chang, O, Martos, T, Sallay, V, Zettler, I, Steca, P, D’Addario, M, Boniwell, I, Pop, A, Tarragona, M, Slemp, G, Shin, J, de la Fuente, A, Cardeñoso, O, Chang, Edward C., Chang, Olivia D., Martos, Tamás, Sallay, Viola, Zettler, Ingo, Steca, Patrizia, D’Addario, Marco, Boniwell, Ilona, Pop, Alina, Tarragona, Margarita, Slemp, Gavin R., Shin, Ji-eun, de la Fuente, Amaia, and Cardeñoso, Olga

Abstract

In this study, we examined loneliness and hope components as predictors of unhappy conditions (viz., anxious symptoms, depressive symptoms, & suicidal ideation) in young adults. The sample was comprised of 489 Hungarian college students. Results of conducting hierarchical regression analyses indicated that loneliness and hope pathways (but not hope agency) were important unique predictors of anxious symptoms, depressive symptoms, and suicidal ideation. Moreover, in part, consistent with the notion that hope might buffer the negative effects of loneliness on unhappy conditions, evidence for a significant Loneliness × Hope Pathways interaction effect in predicting each of the three indices of unhappy conditions was found. In contrast, the Loneliness × Hope Agency interaction effect was not found to be significant. Some implications of the present findings for the study and treatment of unhappy conditions in adults are discussed

Published
2019

37. Positive education preconference panel

Author

Knoop, Hans Henrik, Boniwell, Ilona, Lavy, Shiri, Kern, Peggy, and Korthagen, Fred

Subjects
learning, positive psychology, teaching
Abstract

Panel discussion regarding two main questions:1- Where does positive education stand today? What are the main accomplishments? What are its challenges? What are its limitations?2- There is concern among educators and policymakers about a crisis in education- low student engagement, mental health problems in youth, the need to teach 21st-century competencies... - What is the potential contribution of positive psychology to these issues in education?

Published
2018

38. Preliminary evaluation of a school-based resilience-promoting intervention in a high-risk population: Application of an exploratory two-cohort treatment/control design

Author

Seedat, Soraya, Pluess, Michael, Boniwell, Ilona, Hefferon, Kate, and Tunariu, Aneta

Abstract

Applying innovative methodology, we explored the efficacy of SPARK Resilience Programme––a new universal school-based resilience-promoting programme––regarding effects on depression symptoms and resilience in a high risk population in England. Quantitative and qualitative methods were combined in an exploratory two cohort treatment/control design with one cohort serving as the control group (single assessment) and a subsequent cohort as the treatment group (assessed before and immediately after treatment as well as 6 and 12 months after treatment ended), involving a total of 438 11–13 year old girls, According to analyses, depression symptoms were significantly lower directly after treatment and at 6 months but no longer at 12 months. Resilience scores, on the other hand, were significantly higher in the treatment cohort compared to the year-ahead control cohort at post-treatment and both follow-up assessments. Qualitative results demonstrated beneficial teacher experience overall. The current study provides first evidence for the efficacy of SPARK Resilience Programme. Furthermore, the applied two cohort treatment/control mixed methods design proved helpful for the preliminary testing of a school-based universal intervention programme efficacy in an authentic setting.

Published
2017

39. The positive role of hope on the relationship between loneliness and unhappy conditions in Hungarian young adults: How pathways thinking matters!

Author

Chang, Edward C., primary, Chang, Olivia D., additional, Martos, Tamás, additional, Sallay, Viola, additional, Zettler, Ingo, additional, Steca, Patrizia, additional, D’Addario, Marco, additional, Boniwell, Ilona, additional, Pop, Alina, additional, Tarragona, Margarita, additional, Slemp, Gavin R., additional, Shin, Ji-eun, additional, de la Fuente, Amaia, additional, and Cardeñoso, Olga, additional

Published
2018
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40. Proposal for a conceptual evolution of the flow in education (EduFlow) model

Author

Heutte, Jean, Fenouillet, Fabien, Martin-Krumm, C, Boniwell, Ilona, Csikszentmihalyi, Mihaly, Heutte, Jean, Trigone-CIREL, Centre Interuniversitaire de Recherche en Education de Lille (CIREL) - EA 4354 (CIREL), Université de Lille-Université de Lille, Cognitions Humaine et ARTificielle (Nanterre) (CHArt - Université Paris Nanterre), Cognitions Humaine et ARTificielle (CHART), École pratique des hautes études (EPHE)-Université Paris 8 Vincennes-Saint-Denis (UP8)-Université Paris Nanterre (UPN)-Université Paris-Est Créteil Val-de-Marne - Paris 12 (UPEC UP12)-École pratique des hautes études (EPHE)-Université Paris 8 Vincennes-Saint-Denis (UP8)-Université Paris Nanterre (UPN)-Université Paris-Est Créteil Val-de-Marne - Paris 12 (UPEC UP12), Centre de Recherche sur l'Education, les apprentissages et la didactique (CREAD), Institut universitaire de formation des maîtres - Bretagne (IUFM Bretagne), Université de Brest (UBO)-Université de Brest (UBO)-Université européenne de Bretagne - European University of Brittany (UEB)-Université de Rennes 2 (UR2), Université de Rennes (UNIV-RENNES)-Université de Rennes (UNIV-RENNES), École pratique des hautes études (EPHE)-Université Paris 8 Vincennes-Saint-Denis (UP8)-Université Paris Nanterre (UPN)-Université Paris-Est Créteil Val-de-Marne - Paris 12 (UPEC UP12), Centre Interuniversitaire de Recherche en Education de Lille - ULR 4354 (CIREL), Université Paris 8 Vincennes-Saint-Denis (UP8)-École Pratique des Hautes Études (EPHE), Université Paris sciences et lettres (PSL)-Université Paris sciences et lettres (PSL)-Université Paris Nanterre (UPN)-Université Paris-Est Créteil Val-de-Marne - Paris 12 (UPEC UP12)-Université Paris 8 Vincennes-Saint-Denis (UP8)-École Pratique des Hautes Études (EPHE), Université Paris sciences et lettres (PSL)-Université Paris sciences et lettres (PSL)-Université Paris Nanterre (UPN)-Université Paris-Est Créteil Val-de-Marne - Paris 12 (UPEC UP12), Adaptation, mesure et évaluation en santé. Approches interdisciplinaires (APEMAC), Université de Lorraine (UL), Université Paris-Est Créteil Val-de-Marne - Paris 12 (UPEC UP12)-Université Paris Nanterre (UPN)-Université Paris 8 Vincennes-Saint-Denis (UP8)-École pratique des hautes études (EPHE), Université Paris sciences et lettres (PSL)-Université Paris sciences et lettres (PSL)-Université Paris-Est Créteil Val-de-Marne - Paris 12 (UPEC UP12)-Université Paris Nanterre (UPN)-Université Paris 8 Vincennes-Saint-Denis (UP8)-École pratique des hautes études (EPHE), Université Paris sciences et lettres (PSL)-Université Paris sciences et lettres (PSL), Université Paris 8 Vincennes-Saint-Denis (UP8)-École pratique des hautes études (EPHE), and Université Paris sciences et lettres (PSL)-Université Paris sciences et lettres (PSL)-Université Paris Nanterre (UPN)-Université Paris-Est Créteil Val-de-Marne - Paris 12 (UPEC UP12)-Université Paris 8 Vincennes-Saint-Denis (UP8)-École pratique des hautes études (EPHE)

Subjects
Flow measurement, [SHS.PSY] Humanities and Social Sciences/Psychology, Education -- Research, Psychology Research, [SHS.EDU]Humanities and Social Sciences/Education, [SHS.EDU] Humanities and Social Sciences/Education, [SHS.PSY]Humanities and Social Sciences/Psychology
Abstract

International audience; Background Over the past 35 years, researchers have developed and validated new measurement instruments for flow in a variety of contexts (Moneta, 2012), but to our knowledge, before Heutte et al.’s recent works (2014a), no specific self-report tool was designed to assess flow in the educational context. When constructing the Flow in Education Scale (EduFlow Scale), Heutte and his colleagues collapsed flow experiential dimensions in a quest for a more compact measurement. Thus, EduFlow Scale is a 12-item scale reducing respondent burden, and differentiating four dimensions of flow that are relevant to cognitive processes: Cognitive absorption, Time transformation, Loss of self-consciousness, and Autotelic experience—well-being. The EduFlow Scale was tested in various educational contexts with students ranging from primary school to university including face-to-face learning (Fenouillet et al., 2014) and online learning (Heutte et al., 2014a; Heutte et al., 2014b), with strong criterion-related validity. The EduFlow Scale has three advantages: it is suited to flow measurement in various educational contexts; it is both multidimensional and short; it differentiates between four dimensions of flow that are related to cognitive process.Aims The present study aims to implement the EduFlow Scale in a large-scale project in France and to further improve the scale, both conceptually and psychometrically, as one important flow component (cf. immersion) is lacking from the instrument.Methods This contribution focuses on a comparative study of flow in two Massive Open Online Courses (each MOOC brings over 10,000 participants), and in classrooms (over 1,000 teachers), via several online surveys.Results The analysis of concurrent validity tests suggests a conceptual evolution of the EduFlow model. In the EduFlow Scale-2, two items from the original scale were modified in order to better improve measurement of immersion. In addition, the name of one conceptual dimension of the EduFlow model was changed. Confirmatory factor analyses demonstrated the good fit indexes of the EduFlow-2 model: CFI=.99; TLI=.98; RMSEA=.053; SRMR = .03.Thus, in the EduFlow-2 model, the four dimensions it enables are: Cognitive control; Immersion and time transformation; Loss of self-consciousness; Autotelic experience—well-being. According to the evolution of our model, cognitive absorption is conceptualized via the first three dimensions: Cognitive control, Immersion and time transformation, and Loss of self-consciousness.Discussion This conceptual evolution of the EduFlow Model should better contribute to the study of cognitive activities in various environments, including learning within organizational contexts (Heutte, 2015). Exploration at the personal, collective and institutional levels can broaden our understanding of flow in education by accounting for the intricate relations of factors within processes that are context bound, such as learning and knowledge creation.Keywords: Conceptual modelization of flow; education; scale development; scale validationReferencesFenouillet, F., Martin-Krumm, C., Heutte, J., & Besançon, M. (2014). An urgent call for change: Flow, motivation and well-being in French School students. 7th ECPP, Amsterdam, the Netherlands.Heutte, J. (2015). Proposal for a "pedagogical toolkit" for monitoring the optimal learning environnement. 4th European Flow-Researchers’ Network Meeting, Braga, Portugal.Heutte, J., Fenouillet, F., Boniwell, I., Martin-Krumm, C., & Csikszentmihalyi, M. (2014a). Optimal learning experience in digital environments: theoretical concepts, measure and modelisation, Symposium "Digital Learning in 21st Century Universities", Georgia Institute of Technology (Georgia Tech), Atlanta, GA. Heutte J., Kaplan J., Fenouillet F., Caron P.-A., & Rosselle, M. (2014b). MOOC User Persistence. In L. Uden, J. Sinclair, Y.-H. Tao, & D. Liberona (Ed.), Learning Technology for Education in Cloud., Communications in Computer and Information Science Vol. 446, 13 24. Springer.Moneta G.B. (2012). On the Measurement and Conceptualization of Flow. In Engeser, S. (Ed.), Advances in. Flow Research (pp. 23-50). New York: Springer.

Published
2016

43. The positive role of hope on the relationship between loneliness and unhappy conditions in Hungarian young adults: How pathways thinking matters!

Author

Chang, Edward C., Chang, Olivia D., Martos, Tamás, Sallay, Viola, Zettler, Ingo, Steca, Patrizia, D'Addario, Marco, Boniwell, Ilona, Pop, Alina, Tarragona, Margarita, Slemp, Gavin R., Shin, Ji-eun, de la Fuente, Amaia, and Cardeñoso, Olga

Subjects
MENTAL depression risk factors, ANXIETY risk factors, COLLEGE students, HOPE, LONELINESS, REGRESSION analysis, RISK assessment, SADNESS, SUICIDAL ideation, ADULTS
Abstract

In this study, we examined loneliness and hope components as predictors of unhappy conditions (viz., anxious symptoms, depressive symptoms, & suicidal ideation) in young adults. The sample was comprised of 489 Hungarian college students. Results of conducting hierarchical regression analyses indicated that loneliness and hope pathways (but not hope agency) were important unique predictors of anxious symptoms, depressive symptoms, and suicidal ideation. Moreover, in part, consistent with the notion that hope might buffer the negative effects of loneliness on unhappy conditions, evidence for a significant Loneliness × Hope Pathways interaction effect in predicting each of the three indices of unhappy conditions was found. In contrast, the Loneliness × Hope Agency interaction effect was not found to be significant. Some implications of the present findings for the study and treatment of unhappy conditions in adults are discussed. [ABSTRACT FROM AUTHOR]

Published
2019
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44. Optimal learning experience in digital environments: Theoretical concepts, measure and modelisation

Author

Heutte, Jean, Fenouillet, Fabien, Boniwell, Ilona, Martin-Krumm, C, Csikszentmihalyi, Mihaly, Trigone-CIREL, Centre Interuniversitaire de Recherche en Education de Lille (CIREL) - EA 4354 (CIREL), Université de Lille-Université de Lille, Cognitions Humaine et ARTificielle (CHART), École pratique des hautes études (EPHE)-Université Paris 8 Vincennes-Saint-Denis (UP8)-Université Paris Nanterre (UPN)-Université Paris-Est Créteil Val-de-Marne - Paris 12 (UPEC UP12), Centre de Recherche sur l'Education, les apprentissages et la didactique (CREAD), Institut universitaire de formation des maîtres - Bretagne (IUFM Bretagne), Université de Brest (UBO)-Université de Brest (UBO)-Université européenne de Bretagne - European University of Brittany (UEB)-Université de Rennes 2 (UR2), Université de Rennes (UNIV-RENNES)-Université de Rennes (UNIV-RENNES), Georgia Institute of Technology (Georgia Tech), Centre Interuniversitaire de Recherche en Education de Lille - ULR 4354 (CIREL), Université Paris 8 Vincennes-Saint-Denis (UP8)-École pratique des hautes études (EPHE), Université Paris sciences et lettres (PSL)-Université Paris sciences et lettres (PSL)-Université Paris Nanterre (UPN)-Université Paris-Est Créteil Val-de-Marne - Paris 12 (UPEC UP12), Heutte, Jean, Université Paris-Est Créteil Val-de-Marne - Paris 12 (UPEC UP12)-Université Paris Nanterre (UPN)-Université Paris 8 Vincennes-Saint-Denis (UP8)-École pratique des hautes études (EPHE), Université Paris sciences et lettres (PSL)-Université Paris sciences et lettres (PSL), and Université Paris 8 Vincennes-Saint-Denis (UP8)-École Pratique des Hautes Études (EPHE)

Subjects
[SHS.PSY] Humanities and Social Sciences/Psychology, [INFO.EIAH] Computer Science [cs]/Technology for Human Learning, Psychology Research, [SHS.EDU]Humanities and Social Sciences/Education, [SHS.EDU] Humanities and Social Sciences/Education, [SHS.PSY]Humanities and Social Sciences/Psychology, [INFO.EIAH]Computer Science [cs]/Technology for Human Learning, Education Research, Flow Measurements, Measure
Abstract

International audience; This research explores relationships between different dimensions of flow in education. The optimal learning expérience is measured with the Flow in Education scale (EduFlow). EduFlow consists of 12 items related to 4 conceptual dimensions of flow : (D1) cognitive absorption, (D2) time transformation, (D3) loss of self-consciousness and (D4) autotelic experience (well-being).

Published
2014

45. French adaptation of the Orientation To Happiness Scale and the impact of Quality of Life in French Students

Author

Martin-Krumm, Charles, Kern, Laurence, Fontayne, Paul, Romo, Lucia, Boudoukha, Abdel Halim, Boniwell, Ilona, Centre de Recherche sur l'Education, les apprentissages et la didactique (CREAD), Institut universitaire de formation des maîtres - Bretagne (IUFM Bretagne), Université de Brest (UBO)-Université de Brest (UBO)-Université européenne de Bretagne - European University of Brittany (UEB)-Université de Rennes 2 (UR2), Université de Rennes (UNIV-RENNES)-Université de Rennes (UNIV-RENNES), Centre de Recherche sur le Sport et le Mouvement (CeRSM), Université Paris Nanterre (UPN), EA 4430, Clinique, Psychanalyse, Développement (CliPsyD), Université Paris Nanterre (UPN)-Université Paris Nanterre (UPN), Laboratoire de Psychologie des Pays de la Loire (LPPL), Université d'Angers (UA)-Université de Nantes - UFR Lettres et Langages (UFRLL), Université de Nantes (UN)-Université de Nantes (UN), Cognitions Humaine et ARTificielle (CHART), Université Paris 8 Vincennes-Saint-Denis (UP8)-École pratique des hautes études (EPHE), Université Paris sciences et lettres (PSL)-Université Paris sciences et lettres (PSL)-Université Paris Nanterre (UPN)-Université Paris-Est Créteil Val-de-Marne - Paris 12 (UPEC UP12), EA 4638, Université de Nantes (UN)-Université de Nantes (UN)-Université d'Angers (UA)-Université de Nantes - UFR Lettres et Langages (UFRLL), École pratique des hautes études (EPHE)-Université Paris 8 Vincennes-Saint-Denis (UP8)-Université Paris Nanterre (UPN)-Université Paris-Est Créteil Val-de-Marne - Paris 12 (UPEC UP12), Martin-Krumm, Charles, Centre de Recherche sur l'Education, les apprentissages et la didactique ( CREAD EA 3875 ), Université de Brest ( UBO ) -Université de Rennes 2 ( UR2 ), Université de Rennes ( UNIV-RENNES ) -Université de Rennes ( UNIV-RENNES ), Maladies chroniques, santé perçue, et processus d'adaptation. Approches épidémiologiques et psychologiques. ( APEMAC - EA 4360 ), Université de Lorraine ( UL ) -Université Paris Descartes - Paris 5 ( UPD5 ), Institut Formation Education Physique et Sportive Angers ( IFEPSA ), Université Catholique de l'Ouest, Centre de Recherche sur le Sport et le Mouvement ( CeRSM ), Université Paris Nanterre ( UPN ), Clinique, Psychanalyse, Développement ( CliPsyD ), Clinique des maladies mentales et de l'encéphale ( CMME - Service de psychiatrie ), Université Paris Descartes - Paris 5 ( UPD5 ) -Hôpital Sainte-Anne, Centre de Psychiatrie et Neurosciences ( CPN - U894 ), Institut National de la Santé et de la Recherche Médicale ( INSERM ) -Université Paris Descartes - Paris 5 ( UPD5 ), Laboratoire de Psychologie des Pays de la Loire ( LPLL ), Université d'Angers ( UA ) -Université de Nantes ( UN ), Cognitions Humaine et ARTificielle ( CHART ), Université Paris Nanterre ( UPN ) -Université Paris 8 Vincennes-Saint-Denis ( UP8 ) -École pratique des hautes études ( EPHE ), and Ecole Centrale Paris

Subjects
Santé, [SHS.EDU]Humanities and Social Sciences/Education, [SHS.EDU] Humanities and Social Sciences/Education, Happiness, Well-being, Satisfaction, [SHS.PSY]Humanities and Social Sciences/Psychology, [ SCCO.PSYC ] Cognitive science/Psychology, health, Emotion Cognition et Comportement, psychometric properties, bonheur, [SHS.PSY] Humanities and Social Sciences/Psychology, [ SDV.NEU.SC ] Life Sciences [q-bio]/Neurons and Cognition [q-bio.NC]/Cognitive Sciences, Psychologie, Éducation, recherche
Abstract

International audience; Happiness is the current hot topic whether in television, press or research. For some, it is immeasurable; for others it is quantifiable and thus has numerous measurement tools. After having defined happiness, the aim of the four studies presented below is to propose a valid French adaptation of the three-dimensional Orientation To Happiness questionnaire (OTH; Peterson, Park, & Seligman, 2005). In Study 1, successive PCA and CFA revealed that there exists a three factor structure conforming to its theoretical framework. Study 2 was used to test different models to confirm this factor structure. We found two models that proved to be adequate. The results of Study 3 demonstrate satisfactory test-retest stability for each of the three subscales. Study 4 was undertaken to test the convergent validity of the scale. Moreover, this study showed the relationship between variables linked to quality of life and their impact on happiness. To summarize, the four studies together demonstrate satisfactory psychometric qualities of the scale that is now called "Échelle Francophone d'Inclinaison au Bonheur" (EFIB), and show how happiness is impacted by different variables linked to quality of life.

Published
2014
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46. A Global Look at Time

Author

Sircova, Anna, van de Vijver, Fons, Osin, Evgeny, Milfont, Victor, Fieulaine, Nicolas, Kislali-Erginbilgic, Altinay, Zimbardo, Philip, Djarallah, Slimane, Chorfi, Mohamed Seghir, Leite, Umbelina do Rego, Lin, Hui, Lv, Houchao, Bunjevac, Tomislav, Tomaš, Tena, Punek, Jasmina, Vrlec, Anica, Matić, Jelena, Bokulić, Marko, Klicperová-Baker, Martina, Koštʹ ál, Jaroslav, Seema, Riin, Baltin, Arno, Apostolidis, Thémis, Pediaditakis, Daphne, Griva, Fay, Anagnostopoulos, Fotios, Carmi, Nurit, Goroshit, Marina, Peri, Martina, Shimojima, Yumi, Sato, Koichi, Ochi, Keita, Kairys, Antanas, Liniauskaite, Audrone, Corral-Verdugo, Víctor, Przepiorka, Aneta, Blachnio, Agata, Ortuño, Victor, Gamboa, Vítor, Mitina, Olga, Semyenova, Nadezhda, Gerasimova, Valentina, Rawski (Nepryakho), Tatiana, Kuleshova, Ekaterina, Polskaya, Natalia, Tulinov, Nikolaj, Romanko, Isabella, Semina, Yulia, Nikitina, Ekaterina, Yasnaya, Vera, Davydova, Irina, Utyasheva, Elsa, Emeliyanova, Irina, Ershova, Regina, Nedeljkovic, Jasmina, Morales, Juan Francisco Díaz, Carelli, Maria Grazia, Wiberg, Britt, Boniwell, Ilona, Linley, P. Alex, Boyd, John Nathan, Groupe de Recherche en Psychologie Sociale (GRePS), Université Lumière - Lyon 2 (UL2), Research Reactor Institute, Kyoto University [Kyoto], Saint Petersburg University (SPBU), Cognitions Humaine et ARTificielle (CHART), École pratique des hautes études (EPHE)-Université Paris 8 Vincennes-Saint-Denis (UP8)-Université Paris Nanterre (UPN)-Université Paris-Est Créteil Val-de-Marne - Paris 12 (UPEC UP12), Université Paris 8 Vincennes-Saint-Denis (UP8)-École pratique des hautes études (EPHE), Université Paris sciences et lettres (PSL)-Université Paris sciences et lettres (PSL)-Université Paris Nanterre (UPN)-Université Paris-Est Créteil Val-de-Marne - Paris 12 (UPEC UP12), Université Paris-Est Créteil Val-de-Marne - Paris 12 (UPEC UP12)-Université Paris Nanterre (UPN)-Université Paris 8 Vincennes-Saint-Denis (UP8)-École pratique des hautes études (EPHE), and Université Paris sciences et lettres (PSL)-Université Paris sciences et lettres (PSL)

Subjects
lcsh:Social Sciences, lcsh:H, lcsh:AZ20-999, [SHS.PSY]Humanities and Social Sciences/Psychology, lcsh:History of scholarship and learning. The humanities, ComputingMilieux_MISCELLANEOUS
Abstract

In this article, we assess the structural equivalence of the Zimbardo Time Perspective Inventory (ZTPI) across 26 samples from 24 countries ( N = 12,200). The ZTPI is proven to be a valid and reliable index of individual differences in time perspective across five temporal categories: Past Negative, Past Positive, Present Fatalistic, Present Hedonistic, and Future. We obtained evidence for invariance of 36 items (out of 56) and also the five-factor structure of ZTPI across 23 countries. The short ZTPI scales are reliable for country-level analysis, whereas we recommend the use of the full scales for individual-level analysis. The short version of ZTPI will further promote integration of research in the time perspective domain in relation to many different psycho-social processes.

Published
2014
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47. French validation of the Multidimensional Students' Life Satisfaction Scale - MSLSS

Author

Fenouillet, Fabien, Heutte, Jean, Martin-Krumm, Charles, Boniwell, Ilona, Martin-Krumm, Charles, Cognitions Humaine et ARTificielle (CHART), Université Paris-Est Créteil Val-de-Marne - Paris 12 (UPEC UP12)-Université Paris Nanterre (UPN)-Université Paris 8 Vincennes-Saint-Denis (UP8)-École pratique des hautes études (EPHE), Université Paris sciences et lettres (PSL)-Université Paris sciences et lettres (PSL), Trigone-CIREL, Centre Interuniversitaire de Recherche en Education de Lille - ULR 4354 (CIREL), Université de Lille-Université de Lille, Centre de Recherche sur l'Education, les apprentissages et la didactique (CREAD), Institut universitaire de formation des maîtres - Bretagne (IUFM Bretagne), Université de Brest (UBO)-Université de Brest (UBO)-Université européenne de Bretagne - European University of Brittany (UEB)-Université de Rennes 2 (UR2), Université de Rennes (UNIV-RENNES)-Université de Rennes (UNIV-RENNES), Université Paris 8 Vincennes-Saint-Denis (UP8)-École pratique des hautes études (EPHE), Université Paris sciences et lettres (PSL)-Université Paris sciences et lettres (PSL)-Université Paris Nanterre (UPN)-Université Paris-Est Créteil Val-de-Marne - Paris 12 (UPEC UP12), Université Paris 8 Vincennes-Saint-Denis (UP8)-École Pratique des Hautes Études (EPHE), École pratique des hautes études (EPHE)-Université Paris 8 Vincennes-Saint-Denis (UP8)-Université Paris Nanterre (UPN)-Université Paris-Est Créteil Val-de-Marne - Paris 12 (UPEC UP12), and Centre Interuniversitaire de Recherche en Education de Lille (CIREL) - EA 4354 (CIREL)

Subjects
[SHS.PSY] Humanities and Social Sciences/Psychology, bien-être, évaluation, [SHS.EDU]Humanities and Social Sciences/Education, école, [SHS.EDU] Humanities and Social Sciences/Education, satisfaction, [SHS.PSY]Humanities and Social Sciences/Psychology, élève
Abstract

This study presents a validation of the Multidimensional Students' Life Satisfaction Scale (MSLSS, Huebner, 1994) into French on the basis of an 853 student sample selected from grades 9 and 12. The internal reliabilities of all sub-scales (Cronbach's Alpha coefficient ) were above the criterion of 0.70. Exploratory analysis supported a five factor solution, whilst the confirmatory analysis enabled the validation of a six-factor model with five first-order factors fitting onto one second order factor. Convergent analysis demonstrated that the MSLSS correlates well with depression and other well-being measures, as expected. The MSLSS was found to be reliable and valid for the French context. Furthermore, it appears that the scale, and more specifically its academic dimension, is moderately predictive of student achievement., Cette recherche présente la validation en français de la Multidimensional Students' Life Satisfaction Scale (MSLSS) de Huebner (1994) sur 853 élèves de la 9e et de la 12e année. Les consistances internes (coefficient alpha de Cronbach) sont toutes supérieures à .70. L'analyse exploratoire permet bien de retrouver les cinq contextes de l'échelle, et l'analyse confirmatoire permet de valider le modèle en six facteurs avec cinq facteurs de premier ordre et un facteur de second ordre. Des analyses complémentaires montrent que l'échelle corrèle bien avec d'autres mesures liées au bien-être et à la dépression. Les différents résultats montrent que la version française de la MSLSS offre une bonne validité et permet de façon adéquate de mesurer le bien-être scolaire des élèves dans les différents contextes de l'échelle. Enfin, il s'avère que l'échelle, et plus spécifiquement sa dimension scolaire, est modérément prédictive des résultats scolaires des élèves de troisième mais pas de ceux de terminale.

Published
2014

48. Positive Psychology : Theory, Research and Applications

Author

Hefferon, Kate, Boniwell, Ilona, Hefferon, Kate, and Boniwell, Ilona

Subjects
Positive psychology
Abstract

This new textbook combines a breadth of information about positive psychology with reflective questions, critical commentary and up to date research.

Published
2011

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