In this article, the author describes a new theoretical perspective on positive emotions and situates this new perspective within the emerging field of positive psychology. The broaden-and-build theory posits that experiences of positive emotions broaden people's momentary thought-action repertoires, which in turn serves to build their enduring personal resources, ranging from physical and intellectual resources to social and psychological resources. Preliminary empirical evidence supporting the broaden-and-build theory is reviewed, and open empirical questions that remain to be tested are identified. The theory and findings suggest that the capacity to experience positive emotions may be a fundamental human strength central to the study of human flourishing.

http://www.elaborer.org/cours/A13/lectures/Fredrickson2001.pdf

The role of positive emotions in positive psychology. The broaden-and-build theory of positive emotions.

According to W. Edwards Deming, American companies require nothing less than a transformation of management style and of governmental relations with industry. In Out of the Crisis, originally published in 1982, Deming offers a theory of management based on his famous 14 Points for Management. Management's failure to plan for the future, he claims, brings about loss of market, which brings about loss of jobs. Management must be judged not only by the quarterly dividend, but by innovative plans to stay in business, protect investment, ensure future dividends, and provide more jobs through improved product and service. In simple, direct language, he explains the principles of management transformation and how to apply them.

Out of the Crisis

Many prominent theorists have argued that accurate perceptions of the self, the world, and the future are essential for mental health. Yet considerable research evidence suggests that overly positive selfevaluations, exaggerated perceptions of control or mastery, and unrealistic optimism are characteristic of normal human thought. Moreover, these illusions appear to promote other criteria of mental health, including the ability to care about others, the ability to be happy or contented, and the ability to engage in productive and creative work. These strategies may succeed, in large part, because both the social world and cognitive-processing mechanisms impose niters on incoming information that distort it in a positive direction; negative information may be isolated and represented in as unthreatening a manner as possible. These positive illusions may be especially useful when an individual receives negative feedback or is otherwise threatened and may be especially adaptive under these circumstances. Decades of psychological wisdom have established contact with reality as a hallmark of mental health. In this view, the well-adjusted person is thought to engage in accurate reality testing, whereas the individual whose vision is clouded by illusion is regarded as vulnerable to, if not already a victim of, mental illness. Despite its plausibility, this viewpoint is increasingly difficult to maintain (cf. Lazarus, 1983). A substantial amount of research testifies to the prevalence of illusion in normal human cognition (see Fiske& Taylor, 1984;Greenwald, 1980; Nisbett & Ross, 1980; Sackeim, 1983; Taylor, 1983). Moreover, these illusions often involve central aspects of the self and the environment and, therefore, cannot be dismissed as inconsequential. In this article, we review research suggesting that certain illusions may be adaptive for mental health and well-being. In particular, we examine evidence that a set of interrelated positive illusions—namely, unrealistically positive self-evaluations, exaggerated perceptions of control or mastery, and unrealistic optimism—can serve a wide variety of cognitive, affective, and social functions. We also attempt to resolve the following para

/pdf/illusion-and-well-being-a-social-psychological-perspective-5acx7rw6hx.pdf

Illusion and well-being: a social psychological perspective on mental health

Numerous studies show that happy individuals are successful across multiple life domains, including marriage, friendship, income, work performance, and health. The authors suggest a conceptual model to account for these findings, arguing that the happiness-success link exists not only because success makes people happy, but also because positive affect engenders success. Three classes of evidence--crosssectional, longitudinal, and experimental--are documented to test their model. Relevant studies are described and their effect sizes combined meta-analytically. The results reveal that happiness is associated with and precedes numerous successful outcomes, as well as behaviors paralleling success. Furthermore, the evidence suggests that positive affect--the hallmark of well-being--may be the cause of many of the desirable characteristics, resources, and successes correlated with happiness. Limitations, empirical issues, and important future research questions are discussed.

/pdf/the-benefits-of-frequent-positive-affect-does-happiness-lead-4k0h6bmoho.pdf

The Benefits of Frequent Positive Affect: Does Happiness Lead to Success?

This paper presents an overview of the World Mental Health (WMH) Survey Initiative version of the World Health Organization (WHO) Composite International Diagnostic Interview (CIDI) and a discussion of the methodological research on which the development of the instrument was based. The WMH-CIDI includes a screening module and 40 sections that focus on diagnoses (22 sections), functioning (four sections), treatment (two sections), risk factors (four sections), socio-demographic correlates (seven sections), and methodological factors (two sections). Innovations compared to earlier versions of the CIDI include expansion of the diagnostic sections, a focus on 12-month as well as lifetime disorders in the same interview, detailed assessment of clinical severity, and inclusion of information on treatment, risk factors, and consequences. A computer-assisted version of the interview is available along with a direct data entry software system that can be used to keypunch responses to the paper-and-pencil version of the interview. Computer programs that generate diagnoses are also available based on both ICD-10 and DSM-IV criteria. Elaborate CD-ROM-based training materials are available to teach interviewers how to administer the interview as well as to teach supervisors how to monitor the quality of data collection.

/pdf/the-world-mental-health-wmh-survey-initiative-version-of-the-2n6nicodkz.pdf

The World Mental Health (WMH) Survey Initiative Version of the World Health Organization (WHO) Composite International Diagnostic Interview (CIDI).

A systematic search of the research literature from 1996 through July 2008 identified more than a thousand empirical studies of online learning. Analysts screened these studies to find those that (a) contrasted an online to a face-to-face condition, (b) measured student learning outcomes, (c) used a rigorous research design, and (d) provided adequate information to calculate an effect size. As a result of this screening, 51 independent effects were identified that could be subjected to meta-analysis. The meta-analysis found that, on average, students in online learning conditions performed better than those receiving face-to-face instruction. The difference between student outcomes for online and face-to-face classes—measured as the difference between treatment and control means, divided by the pooled standard deviation—was larger in those studies contrasting conditions that blended elements of online and face-to-face instruction with conditions taught entirely face-to-face. Analysts noted that these blended conditions often included additional learning time and instructional elements not received by students in control conditions. This finding suggests that the positive effects associated with blended learning should not be attributed to the media, per se. An unexpected finding was the small number of rigorous published studies contrasting online and face-to-face learning conditions for K–12 students. In light of this small corpus, caution is required in generalizing to the K–12 population because the results are derived for the most part from studies in other settings (e.g., medical training, higher education).

Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies

Background/ContextEarlier research on various forms of distance learning concluded that these technologies do not differ significantly from regular classroom instruction in terms of learning outcom...

https://journals.sagepub.com/doi/pdf/10.1177/016146811311500307

The Effectiveness of Online and Blended Learning: A Meta-Analysis of the Empirical Literature

Schools today face ever-increasing demands in their attempts to ensure that students are well equipped to enter the workforce and navigate a complex world. Research indicates that computer technology can help support learning, and that it is especially useful in developing the higher-order skills of critical thinking, analysis, and scientific inquiry. But the mere presence of computers in the classroom does not ensure their effective use. Some computer applications have been shown to be more successful than others, and many factors influence how well even the most promising applications are implemented. This article explores the various ways computer technology can be used to improve how and what children learn in the classroom. Several examples of computer-based applications are highlighted to illustrate ways technology can enhance how children learn by supporting four fundamental characteristics of learning: (1) active engagement, (2) participation in groups, (3) frequent interaction and feedback, and (4) connections to real-world contexts. Additional examples illustrate ways technology can expand what children learn by helping them to understand core concepts in subjects like math, science, and literacy. Research indicates, however, that the use of technology as an effective learning tool is more likely to take place when embedded in a broader education reform movement that includes improvements in teacher training, curriculum, student assessment, and a school's capacity for change. To help inform decisions about the future role of computers in the classroom, the authors conclude that further research is needed to identify the uses that most effectively support learning and the conditions required for successful implementation.

/pdf/changing-how-and-what-children-learn-in-school-with-computer-3ohw8qmsiz.pdf

Changing how and what children learn in school with computer-based technologies.

This study investigated the influence of a positive feeling state on the decision-making process involved in choosing one alternative from among a group of items. Subjects were asked to select one of six fictitious cars, differing along several dimensions, for purchase. Persons who had been made to feel good by receiving feedback that they had succeeded on a prior task of perceptual-motor skills chose the same alternatives as did control subjects, but made their decisions more quickly. Positive-affect subjects were less likely than were control subjects to review information they had already looked at, and were more likely to ignore information considered unimportant. Analysis of subjects' protocols indicates that the groups differed in the strategies they used for reaching decisions. The positive-affect subjects were likely to use the strategy of “elimination by aspects” (eliminating from further consideration alternatives that did not meet a criterion on a selected important dimension). The effect of po...

The influence of positive affect on decision-making strategy.

The authors are grateful for the deliberations of our technical working group (TWG) of academic experts in educational data mining and learning analytics. These experts provided constructive guidance and comments for this issue brief. The TWG comprised Ryan S. In data mining and data analytics, tools and techniques once confined to research laboratories are being adopted by forward-looking industries to generate business intelligence for improving decision making. Higher education institutions are beginning to use analytics for improving the services they provide and for increasing student grades and retention. The U.S. Department of Education's National Education Technology Plan, as one part of its model for 21st-century learning powered by technology, envisions ways of using data from online learning systems to improve instruction. With analytics and data mining experiments in education starting to proliferate, sorting out fact from fiction and identifying research possibilities and practical applications are not easy. This issue brief is intended to help policymakers and administrators understand how analytics and data mining have been—and can be—applied for educational improvement. At present, educational data mining tends to focus on developing new tools for discovering patterns in data. These patterns are generally about the microconcepts involved in learning: one-digit multiplication, subtraction with carries, and so on. Learning analytics—at least as it is currently contrasted with data mining—focuses on applying tools and techniques at larger scales, such as in courses and at schools and postsecondary institutions. But both disciplines work with patterns and prediction: If we can discern the pattern in the data and make sense of what is happening, we can predict what should come next and take the appropriate action. Educational data mining and learning analytics are used to research and build models in several areas that can influence online learning systems. One area is user modeling, which encompasses what a learner knows, what a learner's behavior and motivation are, what the user experience is like, and how satisfied users are with online learning. At the simplest level, analytics can detect when a student in an online course is going astray and nudge him or her on to a course correction. At the most complex, they hold promise of detecting boredom from patterns of key clicks and redirecting the student's attention. Because these data are gathered in real time, there is a real possibility of continuous improvement via multiple feedback loops that operate at different time scales—immediate to the student …

/pdf/enhancing-teaching-and-learning-through-educational-data-695k7hhb05.pdf

Barbara Means

Papers

Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies

The Effectiveness of Online and Blended Learning: A Meta-Analysis of the Empirical Literature

Changing how and what children learn in school with computer-based technologies.

The influence of positive affect on decision-making strategy.

Enhancing Teaching and Learning Through Educational Data Mining and Learning Analytics: An Issue Brief