Positive Psychology and Positive Education in Asia

Dr. Ronnel B. King is an Associate Professor in the Department of Curriculum and Instruction, The Chinese University of Hong Kong. He also holds honorary appointments at The Education University of Hong Kong, the University of Macau, and Far Eastern University (Philippines). He is an educational psychologist and the director of the Positive Psychology and Education (PoPE) Lab. He is a top 1% highly-cited author according to Clarivate Analytics and identified as one of the most prolific early career educational psychology researchers in the world. He was recognized as "Rising Star" by the Association for Psychological Science in 2017, and he received the Michael Bond Early Career Award from the Asian Association for Social Psychology in 2019. He is interested in understanding the factors that underpin motivation, well-being, and socio-emotional learning. He has published more than 200 journal articles, chapters, and books in the field of educational psychology and positive psychology/education. Dr. Imelda Santos Caleon is the Assistant Dean for Partnerships at the Office of Education Research and a Senior Education Research Scientist at the Science of Learning in Education Centre, National Institute of Education, Nanyang Technological University. Her main research interests are in the areas of positive education, resilience, well-being, and social networks. With a research portfolio of about USD3.9M of competitive grants, she has led several intervention and large-scale longitudinal studies. Her research was published in many peer-reviewed and high-ranking journals including Teaching and Teacher Education, Journal of Research in Science Teaching, International Journal of Science Education, Applied Cognitive Psychology, and Journal of Early Adolescence.  Her research findings were also featured several times in the leading broadsheets newspaper in Singapore. She is a founding member of the Singapore Positive Education Network. She is currently an Editorial Board Member of the Educational and Developmental Psychologist. 
 Allan B. I. Bernardo is Distinguished Professor of Psychology at De La Salle University in Manila, Philippines. One of his research programs focuses on locus-of-hope and the role of conjoint models of agency in positive goal pursuit in different populations. He has conducted research on different positive psychology and the well-being of students. He has published over 280 articles, chapters, and books/monographs in psychology and education. He was Editor of The Asia-Pacific Education Researcher and Editor-in-Chief of Asian Journal of Social Psychology. He is a Fellow of The World Academy of Sciences for the advancement of science in developing countries.

This book explores students' and teachers' well-being from positive psychology and education perspectives and showcases interventions that optimize well-being in the school context. The book also covers crucial positive psychology and education topics/themes including character strengths, gratitude, growth mindset, grit, resilience, positive emotions, and well-being among others. The chapters include reviews and empirical research based on diverse methodologies, such as correlational, experimental, quasi-experimental, intervention, longitudinal, and qualitative approaches from six different Asian sociocultural contexts-Singapore, Hong Kong, Mainland China, Israel, Macau, and Philippines. All the chapters, provide practical pointers for teachers and educators who aim to nurture well-being in schools.

Provides a holistic perspective on positive education by eliciting ideas from multiple sources

Part I: Understanding Student Well-Being.- 1. Assessment of Well-Being Asian Perspectives.- 2. Factors That Influence the Development of Students' Academic Resilience: Student Perspectives.- 3. What Makes You Grittier? The Role of Temperament, Parenting, and Teacher Support among Migrant Children in China.- 4. Interacting Dimensions of Locus-of-Hope and Well-Being of Filipino High School and University Students.- 5. Need Support and Need Satisfaction in Arabic Language Classes in Japanese Universities.- Part II: Well-Being of Learners with Special Educational Needs.- 6. Academic Self-Concept, Meaning in Life, and Career Goal-Setting of ADHD Students: A Moderating Effect Analysis.- 7. From School to Career: Testing Academic Self-Concept, Emotion, and Career Adaptability in Students with SpLD in Hong Kong.- 8. Teacher Support and Peer Support: Are They Perceived Similarly Important to Social and Emotional Competencies of Gifted Students?.- 9. Strengths-Based Approach to Cater to Studentswith Autism.- Part III: Parent and Teacher Perspectives on Well-Being.- 10. Teachers' Perspectives on Positive Education Institution.- 11. Parents' and Teachers' Perceptions of Student Well-Being:  An Economically and Academically Disadvantaged Perspective.- 12. Growth Mindset Predicts Teachers' Job Embeddedness: The Role of Well-Being.- 13. Teacher Emotions in Their Professional Lives: Implications for Teacher Development.- 14. Parent Support Is Linked to High Achievement via Positive Emotions.- Part IV: Fostering Well-Being in Schools.- 15. Increasing Academic Well-Being among Secondary School Students: A Strengths-Based Randomized Control Trial.- 16. Demystifying Student-Well-Being Paradigm: Steering Forward via Context-Specific Online Multi-Component Interventions.- 17. The Design and Development of a Positive Education Intervention Programme.- 18. Deep Breathing and Mindfulness-Simple Techniques to Promote Students' Self-Regulation and Well-Being from the Inside Out.- 19. Shared Book Reading Experience and Children's Social Emotional Well-Being in Asia.- 20. Promoting Gratitude in an International School: A Qualitative Case Study.- 21. Instilling Growth Mindset in Chinese Community College Students: A Randomized Controlled Study.- 22. Positive Psychology with Children and Adolescents in Israel.- 23. Making Students Happy with Whole-Person Education: Case Study of a Primary School in Hong Kong.- 24. A Whole-School Approach to Positive Education in a Singapore School.- 25. Making Students Happy with Whole-Person Education: Case Study of a Primary School in Hong Kong.