Nurturing Positivity: The Effects of Positive Psychology Interventions on Students with Different Academic Abilities

Project Number
SUG 11/15 ISC

Project Duration
November 2015 - July 2017

Status
In-Progress

Abstract
This project aims to augment the extant literature on the effectiveness of teacher-implemented positive psychology interventions (PPIs) and provide a novel perspective in terms of identifying the domains in which PPIs are effective for children with varying academic abilities. Specifically, it aims to compare the effects of two PPIs on students with different academic abilities as indicated by their performance in the national achievement test (i.e., Primary School Leaving Examination or PSLE) given at the end of primary education. The sample comprises two groups: academically more able group comprised students whose passed all subjects tested in PSLE and with aggregated scores of 150 and higher (i.e., those from the Express or Normal Academic stream) and academically challenged students are students whose failed two subjects tested in PSLE. The effects of each PPI will be assessed in terms of social (relatedness with multiple social partners), emotional (positive emotions and well-being), personality-related (self-esteem, school resilience or coping) and academic outcomes (academic motivation and/or learning strategies). The study intends to utilize a true-experimental design, with the students from each participating class to be randomly assigned to either experimental or placebo-control group. Surveys will be administered at three time points: before the implementation of the PPI or placebo treatment, a week after the last PPI or placebo activity, and then two months after the last PPI or placebo activity.

Funding Source
MOE

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