Belonging is an essential aspect of psychological functioning. Schools offer unique opportunities to improve belonging for school-aged children. Research on school belonging, however, has been fragmented and diluted by inconsistency in the use of terminology. To resolve some of these inconsistencies, the current study uses meta-analysis of individual and social level factors that influence school belonging. These findings aim to provide guidance on the factors schools should emphasise to best support students. First, a systematic review identified 10 themes that influence school belonging at the student level during adolescence in educational settings (academic motivation, emotional stability, personal characteristics, parent support, peer support, teacher support, gender, race and ethnicity, extracurricular activities and environmental/school safety). Second, the average association between each of these themes and school belonging was meta-analytically examined across 51 studies (N = 67,378). Teacher support and positive personal characteristics were the strongest predictors of school belonging. Results varied by geographic location, with effects generally stronger in rural than in urban locations. The findings may be useful in improving perceptions of school belonging for secondary students through the design of policy, pedagogy and teacher training, by encouraging school leaders and educators to build qualities within the students and change school systems and processes.

What Schools Need to Know About Fostering School Belonging: a Meta-analysis

Since the original call by Seligman and Csikszentmihalyi (2000) for a new science of happiness, excellence, and optimal human functioning, there has been an explosion of activity in, acclaim for, and criticism of positive psychology. The purpose of this study was to identify and examine the peer-reviewed literature linked to the positive psychology movement. An extensive systematic review identified 1336 articles published between 1999 and 2013. More than 750 of these articles included empirical tests of positive psychology theories, principles, and interventions. The results show a fairly consistent increase in the rate of publication, and that the number of empirical studies has grown steadily over the time period. The findings demonstrate that positive psychology is a growing and vibrant sub-area within the broader discipline of psychology, committed to using the same rigorous scientific methods as other sub-areas, in pursuit of understanding well-being, excellence, and optimal human functioning.

Happiness, Excellence, and Optimal Human Functioning Revisited: Examining the Peer-Reviewed Literature Linked to Positive Psychology

The increasing momentum of the Positive Psychology movement has seen burgeoning research in positive mental health and adaptive functioning; a critical question is how this knowledge can now be applied in real-world settings. Positive Education seeks to combine principles of Positive Psychology with best-practice teaching and with educational paradigms to promote optimal development and flourishing in the school setting. Interest in Positive Education continues to grow in line with increasing recognition of the important role played by schools in fostering wellbeing, and the link between wellbeing and academic success. To date, however, a framework to guide the implementation of Positive Education in schools has been lacking. This paper provides an overview of the Geelong Grammar School (GGS) Model for Positive Education, an applied framework developed over five years of implementing Positive Education as a whole-school approach in one Australian school. Explicit and implicit teaching in combination with school-wide practices target six wellbeing domains, including positive emotions, positive engagement, positive accomplishment, positive purpose, positive relationships, and positive health, underpinned by a focus on character strengths. The Model provides a structured pathway for implementing Positive Education in schools, a framework to guide evaluation and research, and a foundation for further theoretical discussion and development.

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An applied framework for Positive Education

A meta-analysis of positive psychology intervention (PPIs) studies was conducted. PPIs were defined as interventions in which the goal of wellbeing enhancement was achieved through pathways consist...

Effectiveness of positive psychology interventions: a systematic review and meta-analysis

Dominant theories of electoral behavior emphasize that voters myopically evaluate policy performance and that this shortsightednessmayobstructthewelfare-improvingeffectofdemocraticaccountability.However,weknowlittleabouthow long governments receive electoral credit for beneficial policies. We exploit the massive policy response to a major natural disaster, the 2002 Elbe flooding in Germany, to provide an upper bound for the short- and long-term electoral returns to targeted policy benefits. We estimate that the flood response increased vote shares for the incumbent party by 7 percentage points in affected areas in the 2002 election. Twenty-five percent of this short-term reward carried over to the 2005 election before the gains vanished in the 2009 election. We conclude that, given favorable circumstances, policy makers can generate voter gratitude that persists longer than scholarship has acknowledged so far, and elaborate on the implications for theories of electoral behavior, democratic accountability, and public policy.

How Lasting is Voter Gratitude? An Analysis of the Short- and Long-Term Electoral Returns to Beneficial Policy

This study quantitatively assessed the size, disciplinary reach, impact, and topic breadth of positive psychology (PP), in order to provide a comprehensive evaluation of the growth and significance of the field. Over 1.7 million documents in 700 PsycINFO ® journals covering the fields of psychology, psychiatry, neuroscience, management, business, public health, and sport science were analyzed using semantic and bibliographic methods. Results indicate that PP covers many different research topics from a diverse range of disciplines, and that PP literature has been growing rapidly in significance. Over 18,000 documents were identified as belonging to PP, with 2300 published in 2011. These documents represent over 4% of PsycINFO ® documents within the data-set published that year, and make PP close to the median size of all disciplines listed in the Thomson Reuters Journal Citation Reports ®, Social Sciences Edition. The aggregate impact factor for PP in 2011 was 2.64.

Tracing the size, reach, impact and breadth of positive psychology

A new psycho-social system approach to well-being is presented, in which psychological and social functioning is understood through an empirically derived framework of five domains. A quantitative co-term analysis was performed on 3466 terms within 18,401 PsycINFO® journal documents on topics related to positive psychology (PP) across disciplines such as psychology, education, management, business and psychiatry. The analysis revealed that research on PP topics can be classified into five broad domains: attention and awareness, comprehension and coping, emotions, goals and habits, and virtues and relationships. These domains provide a new systematic framework, the Five Domains of Positive Functioning, for understanding positive psycho-social functioning and exploring the underlying ways in which people function to achieve well-being outcomes. When used within the psycho-social system approach, the framework can be used in future research to clarify mechanisms of change, facilitate comparisons between diff...

A psycho-social system approach to well-being: Empirically deriving the Five Domains of Positive Functioning

This paper argues that psychological and social functioning is fundamentally complex, and that this complexity is critical to understanding how lasting positive changes can be achieved. Principles from complex systems theory are integrated into an empirical positive psychological framework to propose a domain-based systems model of positive change called the Synergistic Change Model. This model proposes that enduring positive change depends on the formation of mutually supportive interactions across multiple domains of psychological and social functioning. The paper uses the model to explore three types of response to intervention – relapse, spill-over, and synergy – which have been supported in the existing positive psychology literature. Three practical intervention strategies arising from the model are outlined to inform the design of future positive interventions. The model challenges reductionistic approaches to positive change and offers several approaches to embrace the complexities of last...

A complex dynamic systems approach to lasting positive change: The Synergistic Change Model

According to the World Health Organisation, "Health is created and lived by people within the settings of their everyday life; where they learn, work, play and love" (WHO, 1986, p. v). Given that schools are institutions in which large members of children live out much of their everyday lives, schools are in a powerful position to promote wellbeing at a societal level if they infuse wellbeing principles into school curricula and cultures. The current chapter puts forward a new framework of psychosocial functioning that can be infused into schools to promote student wellbeing.

Positive education: Visible wellbeing and positive functioning in students.

Growing evidence indicates that gratefulness and gratitude are important for well-being and happiness. Yet, research to date has been hindered by a lack of conceptual clarity into the nature of these constructs. The present paper reviews existing literature and argues for a distinction between gratefulness and gratitude. While both gratefulness and gratitude are types of appreciative functioning and both involve benefit appraisals, only the latter concerns perceived agency. A set of triggers, moderating factors, and motivation and behavioural processes involved in gratefulness and gratitude are outlined, and differences are highlighted. From this vantage, it is argued that appreciative functioning can be adequately represented as a complex dynamic system, which involves a plurality of interacting processes. Some of these processes are common to gratefulness and gratitude and some are unique to each. The proposed conceptualisation of appreciative functioning spans aspects of attention, cognition, emotion, motivation and social behaviour, integrating the diverse approaches to gratefulness and gratitude taken in the literature. It is suggested that grateful dispositions can be understood as characteristic self-reinforcing patterns in which this complex system functions. The paper also highlights the need to measure gratitude and gratefulness more independently and to both qualitatively and quantitatively determine the unique contribution of the two constructs to well-being.

Reuben D. Rusk

Papers

Tracing the size, reach, impact and breadth of positive psychology

A psycho-social system approach to well-being: Empirically deriving the Five Domains of Positive Functioning

A complex dynamic systems approach to lasting positive change: The Synergistic Change Model

Positive education: Visible wellbeing and positive functioning in students.

Gratitude or Gratefulness? A Conceptual Review and Proposal of the System of Appreciative Functioning