Education, English and Positive Psychologyguidelines, educational psychology Education, English and...

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What is Positive Psychology? Positivepsychologyisanewresearchfield.Itisdefinedastheattempttostudybothhumanstrengthsand

humanweaknessesscientifically.Theterm‘positivepsychology’arosewithinthepasttwentyyearstoindicatea

focusonimprovingthehumanconditionthroughscientificresearch.Positivepsychologists,researchersand

workersinthebehavioralsciencessuchasteacherswhosubscribetothetenetsofpositivepsychologyattempt

todiscoverpeople’sstrengthsinordertopromotetheiroptimalfunctioning.Unlikeearlierattemptsin

humanisticpsychology,positivepsychologyisprimarilyresearch-basedwithspecialattentiongivento

measurementissues.Thisisamorebalancedapproachthanhasbeenattemptedbeforeinthehumansciences

Abstract

This article introduces the current state of educational research and research methods in

positive psychology. Furthermore the current state of educational research in second language

acquisition and positive psychology is touched upon. Theoretical and pedagogical ideals, such

as the notion of a positive teacher will also be discussed. As a newly emerging field, positive

psychology needs more research to test its theories. This article concludes by mentioning

guidelines for research in positive psychology and details a practical application of positive

psychology in a Japanese university EFL context.

Keywords: positivepsychology,strengthsbasededucation,positiveresearch,research

guidelines,educationalpsychology

Education,EnglishandPositivePsychology

JosephE.RING＊

東洋大学人間科学総合研究所紀要　第 12 号（2010）　11-21

＊ AlecturerintheFacultyofEconomics,andamemberoftheInstituteofHumanSciencesatToyoUniversity

東洋大学人間科学総合研究所紀要　第 12 号（2010）12

(Simonton&Baumeister,2005).Ihavegivenaseparateandmorethoroughintroductiontothetopicofpositive

psychologyinaseparatepublication(Ring,inpress).

MuchmorethoroughresourcesareThe Handbook of Positive Psychology(2005)andPositive Psychology:

The Scientific and Practical Explorations of Human Strengthsforageneralintroduction(2007).

Thebasicprinciplewhichguidesresearchinpositivepsychologyisadeliberate,consciouseffortto

reconceptualizeandovercomethepastresearchemphasisonthetenebrousareasofthehumanmindandspirit.

Positivepsychologistsbelievethattherehasbeenapastover-emphasisonadefectmodelofthemindandthat

thisover-emphasishasundulyinfluencedscientificresearchinpsychology.Positivepsychologistsand

researchersbelieveitisimportanttoalsodiscoveranddevelopindividualandgroupstrengthsandpromulgate

thosestrengthsthroughpositiveinstitutionsandprograms.

Criteria and Principles

Nowletusconsiderwhatcriteriaandprinciplesshouldguideresearchinpositivepsychology,assuggested

bysomeoftheleadingresearchersandpioneersinthefield.Theoutlineofcriteriaisexplicatedinalatersection

ofthisarticle.

Three Criteria

AccordingtoDienerandSuh(1997)thefollowingcriteriacanbeusedtoguideresearchinpositive

psychology.

1.Decisions,choices,andgoalsindicatevaluetothepeoplewhomakethem.

2.Peoplehavethecapacitytojudgehowsatisfyinggoalsandoutcomesareforthem.

3.Theappropriatenessofpeople’schoicesandjudgmentscanbeevaluatedwithinagivencontextor

cultureoncethenormativestructuresandvaluesystemsareknown.Thereforeappropriateinterventionsand

methodswhichpromoteoptimalfunctioningthroughtherapyandeducationcanbedeveloped.Iwilltreateach

ofthethreecriteriainmoredetailbelow.

Three Principles

AccordingtoSeligman(2002),therearethreeimportantaxiomswhichguidepositivepsychological

research.Theyarepositivesubjectiveexperience,positiveinstitutionsandcommunities,andpositiveindividual

strengths.Thegoalofthepositivepsychologyfieldisusetheseprinciplestostudywhatisbest,worstandcan

beimprovedandwhatcanbeleftunchangedaboutthehumancondition.Theseprinciplesguideresearchto

answerquestionsabouthowindividualsusetheirstrengthstopromulgateenablinginstitutionsandhow,inturn,

theseinstitutionsfosterconditionswhichpromoteoptimalfunctioningforindividuals,forinstance.

Thusfarpositivepsychologicalresearchincludesdiscoveryorclarificationofsomeofthefollowing

RING:Education,EnglishandPositivePsychology 13

examplesofindividualandcollectivestrengths.In2004,ahandbookwaspublishedwhichgatherstogether

(Peterson&Seligman,2004)thusfar,theknownfollowingcategoriesofcharacterstrengths.Thesearewisdom

andknowledge,courage,humanity,justice,temperance,andtranscendence.Forexample,intheareaofwisdom

andknowledge,examplesincludecreativity,open-mindedness,andloveoflearning.Anotherexample,inthe

categoryoftemperance,includesstrengthssuchashumility,self-regulation,andprudence(Peterson&Seligman,

2004,ascitedinLinley&Harrington,2006).Guidelinesforresearcharegivenanoverviewinthenextsection.

Research as the Foundation

Researchisatthecenterofthecurrentpositivepsychologymovement.Thisisquitedifferentthanearlier

humanisticpsychologicalendeavorswhicheventuallybecamemarginalizedduetoalackofstrongresearchand

methods(Simonton&Baumeister,2005).

SeveralguidelinesandconsiderationshavebeensuggestedbyLopez,Snyder,andRasmussentofacilitate

researcheffortsforthebenefitofpositivepsychology(2005).First,theymaintainthatitisimportanttogive

considerationtothe“universalityofhumanfulfillment”(Lopez,Snyder,&Rasmussen,2005,p.7).Inother

words,afocusedeffortonresearchingwhatmakesagoodlife,educationorenvironment.Second,positive

psychologicalresearchersarestillintheprocessofcreating,validating,andutilizinginstrumentsthatcan

explainpsychologicalstrengthsandprocesses.Thatistosay,thefieldisstillintheearlystagesofresearch

developmentandinstrumentvalidation.Third,itisimportanttotakeabalancedapproachtotestinghypotheses

byexaminingthestrengthsaswellastheweaknessesoftheparticipants.Fourth,researchersinthisfieldshould

givedueconsiderationtotheinfluenceofenvironmental/contextualinfluencesonoptimalfunctioning.Iwill

describeeachofthefourresearchconsiderationsinmoredetailbelowandoutlineageneralschemafor

conductingresearch.

Thetermfulfillmentismeanttoconveywhatis“good”inlife.Whatconstitutesthegoodlifehasbeena

matterofsophisticatedphilosophicalspeculationsincethetimeofSocratesinancientAthens.However,positive

psychologicalresearchersarenowmakingaconcertedefforttoresearchandstudythisissue.Forexample,

currentresearchareasincludesocialrelations,meaningfulstudy,employment,andwell-being.

Whetherornotuniversalfulfillmentsexisthasnotyetbeenestablished.Cross-culturalresearchintermsof

establishingauniversalcriterionvariableforoptimalpsychologicalfunctioning,thoughdifficult,is“essentialto

advancingpositivepsychologicalscience”(Lopez,Snyder,&Rasmussen,2005,p.9).Researchersinthisfield

arecurrentlyseekingtoestablishwhetherornotuniversalfulfillmentvariablesexist.

Attheheartofresearchinpositivepsychologyistheattempttomeasure“dynamic“meansofliving”that

facilitateadaptation,growth,andtheattainmentoffulfillments”(Lopez,Snyder,&Rasmussen,2005,p.8).

Admittedly,thisisadifficulttask.However,technologicaladvancessuchasmoodmeasurementsviamobile


phonetechnologyandstatisticaladvancesinlongitudinalresearchdesignmayfacilitateattemptsatmeasuring

dynamicprocesses.Next,Idiscussresearchintotheroleoftheenvironmentandcontextualinfluencesfroma

positivepsychologicalperspective.

Positivepsychologicalresearchersneedtobeawareofthecontextual/environmentalsourcesofinfluence.

Currentareasofresearchincludeinvestigatinghowtheenvironmentallowspeopletodemonstratetheir

strengthsinanoptimalfashion.Otherconstraintsonbehaviorandresearchintothoseconstraintsincludethe

interrelationshipbetweenpersonandenvironmentandhowtheymutuallyinfluenceeachother,forexample.

Finally,intermsoforganizingmethodsofdatacollectioninaresearchdesign,Wright’s(1991)four-front,

balancedapproachhasbeenadvocatedasthemainresearchmethodinthefieldofpositivepsychology.This

approachisdesignedprimarilytocreateabalancedobservationalschemethatallowsfortheobservationof

participants’patternsofstability,growth,anddecline.Thoughthisapproachwasoriginallydesignedforclinical

research,itisalsoapplicabletoeducation.Itisthemethodologicalresearchapproachnowbeingadvocatedfor

positivepsychologyingeneral(Lopez,Snyder,&Rasmussen,2005).Thefourfrontsareasfollows.First,itis

importanttodiscoverwhathabitsandtendenciesoftheindividualparticipantareunderminingthatperson.

Next,inkeepingwiththebalancedapproachofpositivepsychology,itisnecessarytoalsoidentifythe

participants’positivepowersandresources.Third,inkeepingwiththeimportanceoftheroleandinfluenceof

theenvironment,itisimportanttoidentifynegativeinfluencesintheenvironment,andconversely,toidentify

assetsandpotentialopportunitieswithintheenvironment.Theobservationalschemeissupportedthrough

researchingwhatweaknessesandstrengthstheindividualcontributestotheproblemsandhoweffectivelythe

individualdealswithchallenges.Itisalsoimportanttoidentifywhatenvironmentalinfluencesblockoptimal

functioningandwhatenvironmentalresourcespromoteoptimalfunctioning.

Positive Education

Mastery in Teaching

Thenextdiscussionwillconsiderexamplecharacteristicsofanidealteacherasseenfromapositive

psychologyperspective.Keepinmind,verylittleJapan-specificevidenceiswidelyavailable.

Furthermore,thereseemstobeawidegapbetweenpedagogyandresearch/researchersinJapanfromthe

tertiaryatleastdownasfarasthejuniorhighschoollevelasfarassecondlanguageacquisitionresearchis

concerned(Riley,2008).

Though,asnoted,thereisyetlittleresearchinvestigatingpositiveteachers,therearesomecharacteristics

whichmasterteachersappeartohaveincommon.AccordingtoSynderandLopez(2007)suchteacherstendto

feelthattheyhavea“calling”ormissiontoteach(Snyder&Lopez,2007).Thosewhofeelsuchastrongsense

ofvocationalsotendtobehighlymotivatedtomotivatetheirownstudentsand“demonstrateaprofoundand


strongloveforteaching”(Snyder&Lopez,2005,p.396).Furthermore,suchteacherstendtotakealearner-

centeredapproachandaresympathetictotheirstudents.Thatis,studentsfeelasiftheteachersaregenuinely

concernedabouttheireducationsandalsocareaboutthemasindividuals.

Thoughsuchteachershaveinsightandunderstandingintotheirstudent’sfeelingsandthoughtprocesses,

theystillhaveexpectationsofexcellencefortheirstudents.Theyexpectthattheirstudentswillperformwell.

Suchteacherstendtoexpectstudentstobecomeindependentlearners.Thisexpectationcontrastsgreatly

withtheteacher-centeredapproachstillappliedheavilyinJapantoday.Masterteachershaveastrongsenseof

efficacyandbeliefintheirabilitytoinfluencestudentacademicbehavior.Passionforteachingdoesnot

necessarilygrantinsightintostudentbehaviorormasteryofthecraftand,asmentionedabove,thereisnotmuch

researchwidelyavailableinvestigatingmasterteacherbehavior.Ontheotherhand,thereispromisingresearch

thatdemonstratesalonglistofpositivebehaviorsassociatedwithteacherswithhighlevelsofefficacywhohave

astrongbeliefintheirabilitytoinfluencestudentbehaviorandacademicoutcomes(Bandura,1997).

Teacher Influence

Alargebodyofresearchsuggeststhat,thepowerofteacherstoinfluencestudentsforbetterornotis

substantial.Forexample,Heywood,Dweck,andCain(1992,ascitedinSnyder&Lopez,2005)investigated

younglearners’attributionpatterns(subjectiveexplanationsofsuccess/failure)inresponsetoteachercriticism.

Theyfoundthatteachers’criticismofkindergartenstudentprojectsinfluenced39%ofthestudents’inthe

sampletothepointwheretheyshowed“ahelplessresponsetotheteacherscriticism:exhibitingnegativeaffect,

changingtheiroriginalpositiveopinionsoftheprojecttomorenegativeones,andexpressingdisinclination

towardfutureinvolvementsinthattypeofproject.Inaddition,thosechildrenweremorelikelytomakenegative

judgmentsaboutthemselvesthatwereinternal,stable,andglobal(Heywood,Dweck,andCain,1992,Snyder&

Lopez,2005,p.250).

Anotherstudywhichdemonstratestheinfluentialpowerofateacher’sexplanatorystyleisa1998studyby

MuellerandDweck(ascitedinSnyder&Lopez,2005),whoshowedthateventeacherpraisecanhavea

negativeimpactonastudentifthetraitbeingpraised,suchasintelligenceinthiscase,isperceivedasfixedand

stablebythestudent.Thestudentsinthestudydemonstratedmorehelplessnessinthefaceoffailurethan

studentswhoreceivedpraisebasedoneffort.Thus,howateacherexpressesfeedback,evenpositivefeedback,

canhaveastrong,perhapsevencritical,shapinginfluenceonstudentdevelopment(Dweck,1999,ascitedin

Snyder&Lopez,2005).

Focusingprimarilyonateacher’sexplanatorystyle,aswehaveabove,researchshowsthatnegativeor

positivefeedbackofthewrongfactorcanhaveastronginfluenceonstudentbehavior.Inthenextsection,Iwill

discussfoundationalaspectsofpositiveschooling,suchascare,trust,feedbackandgoals.


Foundations

Finally,nowthatwehavetoucheduponcharacteristicbehaviorsofmasterteachers,letustakeabrieflook

ataspectsofpositiveschooling.Whatdoesapositiveeducationentail?Thusfar,researchbySnyderandLopez

(2007)showsthefollowingelementspresentinthepositiveeducationalprocessandenvironment.

Firstofall,SnyderandLopez(2007,p.384)assertthatpositiveschoolingstartswith“afoundationofcare,

trust,andrespectfordiversity,whereteachersdeveloptailoredgoalsforeachstudenttoengenderlearningand

thenworkwithhimorhertodevelopplansandmotivationtoreachtheirgoals”.

AttheUniversitylevel,overlydisruptivestudentsarenotasmuchofanissueasatthesecondary,middle,

andprimarylevels.However,uncooperativeorunengagedstudentsarestillpresent,inmyexperience.Rather

thanignoringorsinglingoutsuchstudentsforcorrectivebehavior,findingouttheirinterestsandstrengths

before,during,orafterclassisonepossiblewayofestablishingtrust.Itis,atleastinmyexperience,an

opportunitytoshowsomecareforthestudent.

Irecommendabehavioralmatrixwithexplanatorynotesandfeedback(seeAppendix)asawaytokeep

trackofstudents’interests,strengthsandneeds.Suchabehavioralschemecanbeincludedinastudent’s

portfolioorcanalsobeexplainedtoeachstudentdirectly.Iapplyitinbothwaysandalsouseitfor

consultationswithstudentsduringofficehours/appointments.Ihavefoundittobeausefulformoffeedback

andobservationoverthepastseveralyears,regardlessofanindividualstudent’slevelofengagement.

Furthermore,regardlessofmethodofinteraction,feedbackisanimportanttoolforapositiveteacher.

Becauseateacherwhosubscribestothetenetsofpositivepsychologytriesto“findwaystomakestudentslook

good.Unlessstudentssensetheteacher’srespect,theywillnottaketherisksthataresoimportantforlearning”

(Snyder&Lopez,2007,p.387).Takingapositivestrengthsbasedapproachtothelearningact,onemostalso

haverespectforthediversityofindividualstudents’abilities,learningproclivities,andgoals,whichisthe

subjectofthenextsection.

Goals

Asanorganizationalaxiom,goaldirectedbehavioriscommontoalllivingbeings.Goalsandthevalue

systemsthatprioritizethemarethefundamentalsourceofindividualvariationinbehavior,accordingtoLocke

(2005).Thatiswhyapositiveteachermustnecessarilycapitalizeontheindividualgoalsofeachstudent,and

mustrespecttheirdiversehopesandstrengths.Onemustdosoinordertoassistthemtoperformoptimallyin

thelearningprocess.

Foramoredetaileddiscussionoftheimportanceoflevelofdifficultyforgoalselectionandgoalagency,

seetheexcellentoverviewbyLocke(2005).WhatfollowsisaprécisbasedmainlyonLocke’sdiscussion.

Selectinganappropriatelevelofdifficultyisanimportantbutchallengingtaskforateacher.Researchhas

consistentlyfoundthatifaperson’sengagementinagoalissufficientandtheirabilitiesarealsosufficient,the


amountofenergyoragencyexpendedwillmatchthechallengelevelofthegoal.Thatistosay,demanding

goalswillyieldgreateffort.Easilyaccomplishedgoalswillyieldloweffort.Successatarelativelyeasy

undertaking“providesnonewinformationforalteringone’ssenseofself-efficacy,whereasmasteryof

challengingtasksconveyssalientevidenceofenhancedcompetence.Therateandpatternofattainmentfurnish

additionalinformationforjudgingpersonalefficacy.Thus,peoplewhoexperiencesetbacksbutdetectrelative

progresswillraisetheirperceivedefficacymorethanthosewhosucceedbutseetheirperformanceslevelingoff

comparedtotheirpriorrateofimprovement”(Bandura,1977,p.201).NextIwilldiscusswhyitisimportantto

givestudentsspecificgoalsasopposedtogeneralones.

Itmaynotbethebestinstructionalapproachtounthinkinglyexhortstudentstosimply“dotheirbest”.

Rather,specifyinghow,howmuch,andforhowlongstudentsneedtoexertagencywillleadtobetter

performance.Infact,“peopleworkingtowardspecific,difficultgoalsreliablyoutperformthosetryingtodo

theirbestorthosetryingforspecific,moderateorspecific,easygoals”(Locke,2005,p.305).

Furthermore,feedbackaboutperformanceinrelationtospecificgoalattainmentiseffective.Aperson’s

performanceorlevelsofeffortwillnotimprovewithoutawellunderstoodstandardandcleartargetbehaviorin

whichtogaugetheirprogressby(Locke,2005).Vaguegoalsandpoorlydelineatedstandardswillbeofminimal

utilityandeffect.Next,IwillgiveabriefdiscussionofapracticalexampleofabehavioralschemewhichIhave

utilizedforanumberofyearsnowwith,Ibelieve,goodeffect.

Practical Example

Asonefocusofthisarticleisindividualstrengthbasededucationalpracticesandresearch,Iwillgive

positiveindividualstrengthsresearchamorethoroughtreatmentinthissection.

WhatfollowsisanintroductoryexplanationofhowIutilizeanobservationalformattoassess,support,andgive

feedbacktostudents.IusethisindividualstudentevaluationsystemineverycoursethatIteach.

AscanbeseenintheformatoftherubricintheAppendix,thereisroomforrecordingshortnotes

pertainingtoastudent’sstrengthsandneeds.Thiscanbeusedasbothadiagnostictoolatthebeginningofthe

semesterandasaformoffeedbackatsemesterend.Thisparticularexampleisdesignedtobeusedina

LanguageAcquisitionclasssoitalsocontainsroomformakingbriefnotespertainingtothevariousareasof

languagestudy.

Forexample,inacommunicativelanguageclass,insection1,youcanusethistomakenotesforeach

studentforaoneononecommunicationtest,aspartoftheircourseevaluation.Youmakenotesinthebottom

borderwhere“vocabulary”etc.iswritten,insection2.Notesofwhetherornottheyhavefulfilledthecriteria

forthatparticularcourseineachparticularcategorycanalsobemade.Insection1ofthe“strengths”area,you

makenoteofeachstudent’sparticularstrongpointsatthatpointintime,whetheritisanoticeableimprovement


fromthebeginningofthecourseorapersonalityvariablesuchasself-confidence.Inanyevent,youtrytofind

somethingpositivetonoteforeachstudent.Ofcourse,thereistheoccasionalstudentwhoneedsretestingor

studentwhofailsbuteveninthatcase,youtrytofindsomethingpositivetosaytothestudentandtowritedown

undertheirevaluation.Again,insection1,underthe“needs”area,youmakenoteofthereasonswhytheydid

notfulfillthecriteriafortheclassorofsomefutureareaofstudy.Attheendofthecommunicationtest,you

immediatelygivefeedbackonthestudent’sperformanceandanexplanationofthestudent’sgrade.Comparedto

pastclassesinwhichIhavenotusedthisrubric,Ihavefoundthistobeapowerfulmotivationalopportunity.Of

course,fromtheveryfirstclassatthebeginningofthesemester,goals,schedule,andstandardsoftheclassneed

tobemadeexplicitandfeedbackonrateandqualityofgoaldirectedmotivationneedstobegivenonaweekly

basisatthebeginningandendofeveryclass.

Insummary,apracticalexampleofhowIattempttoapplytheprinciplesofpositivepsychologyinthe

secondlanguageacquisitionclassroomhasbeenexplained.Thisapplication,inthemain,isinkeepingwith

Locke’srecommendationsoutlinedabove.

Concluding Observations

Thisarticlehasofferedatheoreticalandresearch-basedintroductiontopositivepsychologicalpedagogy

forteachersandresearchersineducationandinappliedlinguistics.Theimportanceoffocusingonindividual

student’sstrengthsinasupportivestudent-teacherenvironmenthasbeenemphasized.Finally,inkeepingwith

positivepsychologicalresearchguidelines,abrief,appliedexampleofanobservationalschemewhichIhave

usedwithmoderatesuccesswasdescribed.Certainlymoresupportingresearchfortheprinciplesorpractices

citedinthisarticleisneeded.SomepromisinginitialresearchbyRing(2006)andKitoandHamada(2008)on

strengthsbasededucationinsecondlanguageacquisitionhasbeenconducted.Thoughpositivepsychologyisa

relativelynewfield,ithasgrownintoastrong,research-basedendeavorwithinthehumansciences.Thereare

manyareasandhumanstrengthswhichstillneedtoberesearched.Appliedlinguisticsandgeneraleducationin

Japanarerelativelyunexploredfrontierswhichmayofferexcitingdiscoveriesinpotentia.

IwouldliketoconcludewiththewordsofMartinSeligman(1998),formerpresidentoftheAmerican

PsychologicalAssociation,whohasdonemuchpioneeringresearchinthefieldsofdepression,learned

helplessness,learnedoptimism,andpositivepsychology:

“thepositivesocialscienceofthe21stcenturywillhaveasausefulsideeffectthepossibilityofprevention

oftheseriousmentalillnesses;forthereareasetofhumanstrengthsthatmostlikelybufferagainstmental

illness:courage,optimism,interpersonalskill,workethic,hope,responsibility,future-mindedness,honesty,and

perseverance,tonameseveral.Butitwillhaveasitsdirecteffectascientificunderstandingofthepracticeof

civicvirtueandthepursuitofthebestthingsinlife”(Seligman,1998,para.10).


Inordertohelpfulfillsuchavision,ascientificinvestigationintoindividualandgroupmotivational

constructswillbeofimportanceinestablishingawideranddeeperbodyofknowledgetoguideusinbothour

educationalpracticeandourpursuits.

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Diener,E.,&Suh,E.(1997).Measuringqualityoflife:Economic,social,andsubjectiveindicators.Social Indicators

Research,40,189-216.

Kito,K.,&Hamada,Y.(2008).Japanese high school students’ emotional ratings of the four skills: A first step towards

strength-based education.InT.Newfields&P.Wanner,&M.Kawate-Mierzejewska(Eds.),Divergence and

convergence, educating with integrity: Proceedings of the 7th annual JALT Pan-SIG Conference,Kyoto,Japan.pp.8-20.

RetrievedOctober23,2009fromhttp://jalt.org/pagsig/2008/HTML/KiHa.htm

Linley,P.A.,&Harrington,S.(2006).Playingtoyourstrengths.The Psychologist,19(2),85-89.

http://www.thepsychologist.org.uk/archive/archive_home.cfm?volumeID=19&editionID=132&ArticleID=985

Locke,E.A.(2005).Settinggoalsforlifeandhappinesss.InC.R.Snyder&S.J.Lopez(Eds.),Handbook of positive

psychology.Oxford:OxfordUniversityPress.

Lopez,S.J.,Snyder,C.R.,&Rasmussen,H.N.(2005).PositivePsychologicalAssessment:AHandbookofModelsand

Measures.InS.J.Lopez&C.R.Snyder(Eds.).WashingtonD.C.:AmericanPsychologicalAssociation.

Riley,P.A.(2008).ReforminEnglishlanguageteachinginJapan.人間環境学会『紀要』,第９号 (March).

RetrievedOctober23,2009fromhttp://opac.kanto-gakuin.ac.jp/cgi-bin/retrieve/sr_bookview.cgi/U_CHARSET.utf-8/

NI20000267/Body/link/105-111.pdf

Ring,J.E.(2006).[StrengthsBasedEducation].UnpublishedRawData.

Ring,J.E.(inpress).AnIntroductiontoPositivePsychologyPartI:Individuals.Toyo University Journal of Economics.

Seligman,M.E.P.(1998c).Positivesocialscience.APA Monitor,29(4).

RetrievedOctober23,2009fromhttp://www.apa.org/monitor/apr98/pres.html

Seligman,M.E.P.(2002).Positivepsychology,positiveprevention,andpositivetherapy.InC.R.Snyder&S.J.Lopez

(Eds.),The handbook of positive psychology(pp.3-12).NewYork:OxfordPress.

Simonton,D.K.,&Baumeister,R.F.(2005).Positivepsychologyatthesummit.Review of General Psychology, 9,99-102.

Snyder,C.R.,&López,S.J.(2007).Positive psychology: the scientific and practical explorations of human strengths.

ThousandOaks,California:SagePublications,Inc.

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(Eds.),Handbook of social and clinical psychology: The health perspective.NewYork:PergamonPress.


Appendix

Section 1Isusedtowritecommentsandnotefutureinstructionaloptions.

Section 2Canbeusedtomakenotesofwhethercourseassessmentareasarefulfilledornot.

TheBulletinoftheInstituteofHumanSciences,ToyoUniversity,No.12 21

心理学の新しい分野であるポジティブ心理学の研究とその研究方法の現状について。

また、ポジティブ心理学が第 2 言語の修得にどのように応用されるかについて。実例

を含めた考察。

キーワード：ポジティブ心理学、長所肯定の教育、生徒の長所・自身についての調査、

研究方法、実例

英語教育とポジティブ心理学についての研究

ジョゼフ・E・リング＊

＊人間科学総合研究所研究員・東洋大学経済学部

Education, English and Positive Psychologyguidelines, educational psychology Education, English and...

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