Journal of School and Educational Psychology

Arslan, G. (2021). Loneliness, college belongingness, subjective vitality, and psychological well-being during coronavirus pandemic: Preliminary development of the College Belongingness Questionnaire. Journal of Positive School Psychology, 5(1), 17-31. https://doi.org/10.47602/jpsp.v5i1.240

Arslan, G. & Yıldırım, M. (2021). Perceived risk, positive youth-parent relationships, and internalizing problems in adolescents: Initial development of the Meaningful School Questionnaire. Child Indicators Research. https://doi.org/10.1007/s12187-021-09841-0

Arslan, G., Yildirim, M., & Zangeneh, M. (2021). Coronavirus anxiety and psychological adjustment in college students: Exploring the role of college belongingness and social media addiction. International Journal of Mental Health and Addiction. https://doi.org/10.1007/s11469-020-00460-4

Asanov, I., Flores, F., McKenzie, D., Mensmann, M., & Schulte, M. (2020). Remote-learning, time-use, and mental health of Ecuadorian high-school students during the COVID-19 quarantine. World Development, 138, 105225. https://doi.org/10.1016%2Fj.worlddev.2020.105225

Au, W. C. C., & Kennedy, K. J. (2018). A positive education program to promote wellbeing in schools: A case study from a Hong Kong school. Higher Education Studies, 8(4), 9–22.

Banati, P., Jones, N., & Youssef, S. (2020). Intersecting vulnerabilities: The impacts of COVID-19 on the psycho-emotional lives of young people in low- and middle-income countries. The European Journal of Development Research, 1–26. https://doi.org/10.1057/s41287-020-00325-5

Bobo, E., Lin, L., Acquaviva, E., Caci, H., Franc, N., Gamon, L., Picot, M.-C., Pupier, F., Speranza, M., Falissard, B., & Purper-Ouakil, D. (2020). How do children and adolescents with Attention Deficit Hyperactivity Disorder (ADHD) experience lockdown during the COVID-19 outbreak? L’Encéphale: Revue de Psychiatrie Clinique Biologique et Thérapeutique, 46(3), S85–S92. https://doi-org.jproxy.nuim.ie/10.1016/j.encep.2020.05.011

Bridges, K. R., Harnish, R. J., & Sillman, D. (2012). Teaching undergraduate positive psychology: An active learning approach using student blogs. Psychology Learning and Teaching, 11(2), 218-227. doi: 10.2304/plat.2012.11.2.228

Burke, J. (2021). The ultimate guide to implementing wellbeing programmes for school. London/New York: Routledge.

Castro, E., & George, J. (2021). The impact of COVID-19 on student perceptions of education and engagement. E-Journal of Business Education & Scholarship of Teaching, 15(1), 29–39.

Coulombe, S., Hardy, K., & Goldfarb, R. (2020). Promoting wellbeing through positive education: A critical review and proposed social ecological approach. Theory and Research in Education, 18(3), 295–321.

Di Pietro, G., Biagi, F., Costa, P., Karpiński Z., & Mazza, J. (2020). The likely impact of COVID-19 on education: Reflections based on the existing literature and international datasets (EUR 30275 EN). Publications Office of the European Union. https://doi.org/10.2760/126686

Flynn, N., Keane, E., Davitt, E., McCauley, V., Heinz, M., & Mac Ruairc, G. (2021). “Schooling at Home” in Ireland during COVID-19’: Parents’ and students’ perspectives on overall impact, continuity of interest, and impact on learning. Irish Educational Studies, 40(2), 217–226. https://doi-org.jproxy.nuim.ie/10.1080/03323315.2021.1916558

Freire, T., & Tavares, D. (2016). Affect, emotion regulation and flow experience in school and leisure: Contributions for a positive education. In B. Zufiaurre & M. P. de Villarreal (Eds.), Positive psychology for positive pedagogical actions. (pp. 61–74). Nova Science Publishers.

Galloway, R., Reynolds, B., & Williamson, J. (2020). Strengths-Based teaching and learning approaches for children: perceptions and practices. Journal of Pedagogical Research, 4(1), 31–45.

Garbe, A., Ogurlu, U., Logan, N., & Cook, P. (2020). COVID-19 and remote learning: Experiences of parents with children during the pandemic. American Journal of Qualitative Research, 4(3), 45–65. https://doi.org/10.29333/ajqr/8471

Goemaere, S, Beyers, W., de Muynck,G-J, & Vvansteenkiste, M. (2018). The paradoxical effect of long instructions on negative affect and performance: When, for whom and why they backfire? Acta Astronautica, 147, 421-430.

Gill, A., Trask-Kerr, K., & Vella-Brodrick, D. (2021). Systematic review of adolescent conceptions of success: Implications for wellbeing and positive education. Educational Psychology Review. https://doi-org.jproxy.nuim.ie/10.1007/s10648-021-09605-w

Harding, S., Morris, R., Gunnell, D., Ford, T., Hollingworth, W., Tilling, K., Evans, R., Bell, S., Grey, J., Brockman, R., Campbell, R., Araya, R., Murphy, S., & Kidger, J. (2019). Is teachers’ mental health and wellbeing associated with students’ mental health and wellbeing? Journal of Affective Disorders, 253, 460–466. https://doi-org.jproxy.nuim.ie/10.1016/j.jad.2019.03.046

Horita, R., Nishio, A., & Yamamoto, M. (2021). The effect of remote learning on the mental health of first year university students in Japan. Psychiatry research, 295, 113561. https://doi.org/10.1016/j.psychres.2020.113561

Kim, L. E., & Asbury, K. (2020). “Like a rug had been pulled from under you”: The impact of COVID‐19 on teachers in England during the first six weeks of the UK lockdown. British Journal of Educational Psychology, 90(4), 1062–1083. https://doi-org.jproxy.nuim.ie/10.1111/bjep.12381

Lee, J. (2020). Mental health effects of school closures during COVID-19. The Lancet Child & Adolescent Health, 4(6), 421. https://doi.org/10.1016/S2352-4642(20)30109-7

Lombardi, E., Traficante, D., Bettoni, R., Offredi, I., Giorgetti, M., & Vernice, M. (2019). The impact of school climate on well-being experience and school engagement: A study with high-school students. Frontiers in Psychology, 10. https://doi-org.jproxy.nuim.ie/10.3389/fpsyg.2019.02482

Lopez, S. J. (2013). Making hope happen in the classroom. Phi Delta Kappan, 95(2), 19-22. https://doi.org/10.1177/003172171309500205

Morgan B and Simmons L (2021) A ‘PERMA’ response to the pandemic: An online positive education programme to promote wellbeing in university students. Frontiers in Education, 6, 642632. https://doi.org/10.3389/feduc.2021.642632

Morrish, L., Rickard, N., Chin, T. C., & Vella-Brodrick, D. A. (2018). Emotion regulation in adolescent well-being and positive education. Journal of Happiness Studies, 19(5), 1543–1564. https://doi-org.jproxy.nuim.ie/10.1007/s10902-017-9881-y

Noble, T., & McGrath, H. (2015). PROSPER: A new framework for positive education. Psychology of Well-being, 5(1), 1-17.

O'Sullivan, K., Clark, S., McGrane, A., Rock, N., Burke, L., Boyle, N., Joksimovic, N., & Marshall, K. (2021). A Qualitative Study of Child and Adolescent Mental Health during the COVID-19 Pandemic in Ireland. International Journal of Environmental Research and Public Health, 18(3), 1062. https://doi.org/10.3390/ijerph18031062.

Patrick, S. W., Henkhaus, L. E., Zickafoose, J. S., Lovell, K., Halvorson, A., Loch, S., Letterie, M., & Davis, M. M. (2020). Well-being of parents and children during the COVID-19 pandemic: A national survey. Pediatrics, 146(4). https://doi-org.jproxy.nuim.ie/10.1542/peds.2020-016824

Patston, T. J., Kaufman, J. C., Cropley, A. J., & Marrone, R. (2021). What Is Creativity in Education? A Qualitative Study of International Curricula. Journal of Advanced Academics, 32(2), 207–230. https://doi-org.jproxy.nuim.ie/10.1177/1932202X20978356

Proctor, C., Tsukayama, E., Wood, A. M., Maltby, J., Eades, J. F., & Linley, P. A. (2011). Strengths gym: The impact of a character strengths-based intervention on the life satisfaction and well-being of adolescents. Journal of Positive Psychology, 6(5), 377-388.

Quinn, P., McGilloway, S., & Burke, J. (2021). COVID-19 and the class of 2020: a national study of the mental health and wellbeing of Leaving Certificate students in Ireland. Irish Educational Studies, 40(2), 375–384. https://doi-org.jproxy.nuim.ie/10.1080/03323315.2021.1916564

Ranta, S., Uusiautti, S., & Hyvärinen, S. (2020). The implementation of positive pedagogy in Finnish early childhood education and care: A quantitative survey of its practical elements. Early Child Development and Care. https://doi.org/10.1080/03004430.2020.1763979

Reivich, K., & Gillham, J. (2010). Building Resilience in Youth: The Penn Resiliency Program. Communique, 38(6), 1-17.

Schiavon, C. C., Teixeira, L. P., Gurgel, L. G., Magalhães, C. R., & Reppold, C. T. (2020). Positive education: Innovation in educational interventions based on positive psychology. Psicologia: Teoria e Pesquisa, 36. https://doi-org.jproxy.nuim.ie/10.1590/0102.3772e3632

Seligman, M., Ernst, R., Gillham, J., Reivich, K., & Linkin, M. (2009). Positive education: Positive psychology and classroom interventions. Oxford Review of Education, 35(3), 293–311. https://doi.org/10.1080/03054980902934563

Wang, G., Zhang, Y., Zhao, J., Zhang, J., & Jiang, F. (2020). Mitigate the effects of home confinement on children during the COVID-19 outbreak. The Lancet, 395(10228), 945–947. https://doi.org/10.1016/S0140-6736(20)30547-X

Waters L, Allen K-A, & Arslan G (2021) Stress-related growth in adolescents returning to school after COVID-19 school closure. Frontiers in Psychology, 12, 643443. https://doi.org/10.3389/fpsyg.2021.643443

Waters, L., Sun, J., Rusk, R., Cotton, A., & Arch, A. (2017). Positive education: Visible wellbeing and positive functioning in students. In M. Slade, L. Oades, & A. Jarden (Eds.), Wellbeing, recovery and mental health. (pp. 245–264). Cambridge University Press. https://doi-org.jproxy.nuim.ie/10.1017/9781316339275.021

Williams, P. (2011). Pathways to positive education at Geelong Grammar School. Integrating positive psychology and appreciative inquiry. AI Practitioner, 13(2), 8–13

Woolf, A. (2011). Everyone Playing in Class: a group play provision for enhancing the emotional well-being of children in school. British Journal of Special Education, 38(4), 178–190. https://doi-org.jproxy.nuim.ie/10.1111/j.1467-8578.2011.00520.x