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Mental health in education is the impact that mental health (including emotional, psychological, and social well-being) has on educational performance.Mental health often viewed as an adult issue, but in fact, almost half of adolescents in the United States are affected by mental disorders, and about 20% of these are categorized as “severe.” [1] Mental health issues can pose a huge problem ...
Research on Appreciative Advising has shown positive outcomes, including increased student satisfaction with advising, improved academic performance, and higher retention rates. Studies have also highlighted the effectiveness of the approach in fostering strong advisor-student relationships and in helping students develop a clearer sense of ...
Positive education is an approach to education that draws on positive psychology's emphasis of individual strengths and personal motivation to promote learning.Unlike traditional school approaches, positive schooling teachers use techniques that focus on the well-being of individual students. [1]
Quotes about overcoming anxiety “You gain strength, courage and confidence by every experience in which you really stop to look fear in the face. ... Research shows that perfectionism hampers ...
As with many other constructs in positive psychology, it is difficult to quantify zest. Other traits like socioeconomic status, which can be measured by household income, or constructs like fear, which can be quantified by changes in heart rate, skin conductance, and pupil dilation, have more well-defined and widely accepted methods of measure.
Though support exists for using the BAI with high-school students and psychiatric inpatient samples of ages 14 to 18 years, [26] the recently developed diagnostic tool, Beck Youth Inventories, Second Edition, contains an anxiety inventory of 20 questions specifically designed for children and adolescents ages 7 to 18 years old. [27]
These groups included a community sample, primary care outpatients, general psychiatric outpatients, a clinical trial of generalized anxiety disorder, and two clinical trials of PTSD. [ 1 ] The authors drew inspiration for the scale's content from the work of previous researchers of hardiness, most notably S.C. Kobasa [ 2 ] and M. Rutter. [ 3 ]
Therefore, this theory suggests that students high in test anxiety will have to allocate more resources to the task at hand than non-test anxiety students in order to achieve the same results. [39] In general, people with higher working memory capacity do better on academic tasks, but this changes when people are under acute pressure. [36]