La Educación Positiva en España:revisión de su evidencia empírica

  1. Laura Cachón Alonso 1
  2. José Carlos Sánchez González
  1. 1 University of Helsinki
    info

    University of Helsinki

    Helsinki, Finlandia

    ROR https://ror.org/040af2s02

Journal:
Revista complutense de educación

ISSN: 1130-2496 1988-2793

Year of publication: 2023

Volume: 34

Issue: 1

Pages: 81-93

Type: Article

DOI: 10.5209/RCED.77153 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Revista complutense de educación

Abstract

Positive Education has burst into Spanish schools, demanding a change of focus on educational priorities and goals and prompting the implementation of new practices, as is the case of Happy Classrooms program. Positive Education has established as its main goal the child`s well-being improvement through the use of techniques adapted from Positive Psychology. The objective of this study has been to analyze the empirical evidence that supports this model in Spain. We reviewed all empirical studies carried out in the Spanish school context that provide results on the effects of the implementation of Positive Education programs. Seventeen studies were identified and analyzed. They often present serious methodological limitations. None of them provides clear evidence of improvements in school performance, and only some provide partial evidence of improvement in aspects of individual well-being. This does not seem sufficient to justify the implementation of Positive Education programs in Spanish schools.

Bibliographic References

  • Alonso-Martirena, Y. (2017). An engagement-based school experience as a premise of wellbeing. Education, Health and Ict For a Transcultural World, 237, 654-660.
  • Adler, A. (2017). Educación Positiva: Educando para el éxito académico y para la vida plena. Papeles del psicólogo, 38(1), 50-57. https://doi.org/10.23923/pap.psicol2017.2821
  • Arguís, R., Bolsas, A. P., Hernández, S., & Salvador, M. M. (2012). Programa “Aulas Felices”. Universidad de Zaragoza.
  • Bernabé-Valero, G., Blasco-Magraner, J. S., & Moret-Tatay, C. (2019). Testing motivational theories in music education: the role of effort and gratitude. Frontiers in behavioral neuroscience, 13, 172. doi: 10.3389/fnbeh.2019.00172
  • Cabanas, E. & Illouz, E. (2019). Happycracia. Cómo la ciencia y la industria de la felicidad controlan nuestras vidas. Paidós.
  • Casado, I. S., & Díaz, A. V. D. (2016). Generar “comportamientos inclusivos” como herramienta para operativizar la inclusión. Educar em Revista, (59), 97-122. doi:10.1590/0104-4060.44690
  • Chodkiewicz, A. R., & Boyle, C. (2017). Positive Psychology school-based interventions: A reflection on current success and future directions. Review of Education, 5(1), 60-86. https://doi.org/10.1002/rev3.3080
  • Corman, L. (1967). El test del dibujo de la familia. Kapelusz.
  • Donoso, M., Talavera-Velasco, B., & Uceda, S. (2020). The role of engagement and temporal perspective in the academic performance of postgraduate students. Physiology & Behavior, 224, 113054. https://doi.org/10.1016/j.physbeh.2020.113054
  • Ecclestone, K., & Hayes, D. (2009). The dangerous rise of therapeutic education. Routledge.
  • Fuentes, M., Jurado, M., Martín, A, Martínez, Á. M., Márquez, M. D., & Linares, G. (2018). Autoeficacia y engagement en estudiantes de Ciencias de la Salud y su relación con la autoestima. Publicaciones, 48(1), 161-172.
  • Graczyk, P., Matjasko, J., Weissberg, R., Greenberg, M., Elias, M., & Zins, J. (2000). The role of the Collaborative to Advance Social and Emotional Learning (CASEL) in supporting the implementation of quality school-based prevention programs. Journal of Educational and Psychological Consultation, 11(1), 3-6.
  • Gustems-Carnicer, J., & Calderon, C. (2016). Virtues and character strengths related to approach coping strategies of college students. Social Psychology of Education, 19(1), 77-95.
  • Gutiérrez, M., Tomas, J., & Calatayud, P. (2017). Influence of motivational climate in physical education on achievement goals and adolescents’ life satisfaction. Retos- Nuevas Tendencias En Educación Fisica Deporte Y Recreacion, (31), 157-163.
  • Hernández-Sánchez, A. M., & Ortega, J. A. (2015). Aprendizaje electrónico afectivo: un modelo innovador para desarrollar una acción tutorial virtual de naturaleza inclusiva. Formación universitaria, 8(2), 19-26. doi: 10.4067/S0718-50062015000200004
  • Kristjánsson, K. (2012). Positive Psychology and Positive Education: Old wine in new bottles? Educational psychologist, 47(2), 86-105. https://doi.org/10.1080/00461520.2011.610678
  • Lombas, A. S., Jiménez, T. I., Arguís-Rey, R., Hernández-Paniello, S., Valdivia-Salas, S., & Martín-Albo, J. (2019). Impact of the Happy Classrooms Programme on Psychological Well-being, School Aggression, and Classroom Climate. Mindfulness, 1-19. https://doi.org/10.1007/s12671-019-01132-8
  • Muro, A., Soler, J., Cebolla, A., & Cladellas, R. (2018). A positive psychological intervention for failing students: Does it improve academic achievement and motivation? A pilot study. Learning and Motivation, 63, 126-132. https://doi.org/10.1016/j.lmot.2018.04.002
  • Nobile, M. (2017). Sobre la “Educación Emocional”: subjetividad y psicologización en la modernidad tardía. Digithum, 20, 22-33. http://dx.doi.org/10.7238/issn.1575-2275
  • Palomera, R. M. (2017). Psicología Positiva en la escuela: un cambio con raíces profundas. Papeles del psicólogo, 38(1), 66-71.
  • Pérez-Álvarez, M., Sánchez-González, J. C., & Cabanas, E. (2018). La vida real en tiempos de la felicidad. Crítica de la Psicología (y de la ideología) Positiva: Alianza Editorial.
  • Peterson, C., & Seligman, M. E. (2004). Character strengths and virtues: A handbook and classification (Vol. 1). Oxford University Press.
  • Prieto-Egido, M. (2018). La psicologización de la educación: implicaciones pedagógicas de la Inteligencia Emocional y la Psicología Positiva. Educación XX1, 21 (1), 303-320. doi:10.5944/educXX1.16058
  • Rodríguez-Fernández, A., Ramos-Díaz, E., Fernández-Zabala, A., Goni, E., Esnaola, I., & Goni, A. (2016a). Contextual and psychological variables in a descriptive model of subjective well-being and school engagement. International Journal of Clinical and Health Psychology, 16(2), 166-174. https://doi.org/10.1016/j.ijchp.2016.01.003
  • Rodríguez-Fernández, A., Ramos-Díaz, E., Ros, I., Fernández-Zabala, A., & Revuelta, L. (2016b). Resilience and school engagement by gender and education level in secondary education. Aula Abierta, 44(2), 77-82. doi: 10.17811/rifie.44.2016.77-82
  • Piñero, E., Arense, J., Moñiño, M., & López, O. (2017). Effects of an intervention to improve the psychological strengths in early childhood education, assessed through the Family Drawing Test. European Journal of Investigation in Health Psychology and Education, 7(2), 126-137. https://doi.org/10.1989/ejihpe.v7i2.200
  • Santamaría-Cardaba, N. (2018). Educating for development and global citizenship through Positive Psychology. Reidocrea-Revista Eectronica De Investigacion Y Docencia Creativa, 7, 98-109.
  • Seligman, M. E., & Csikszentmihalyi, M. (2000). Positive Psychology: An introduction. American Psychologist, 55(1), 5-14. doi: 10.1037//0003-066x.55.1.5.
  • Seligman, M. E., Ernst, R. M., Gillham, J., Reivich, K., & Linkins, M. (2009). Positive Education: Positive Psychology and classroom interventions. Oxford review of education, 35(3), 293-311. https://doi.org/10.1080/03054980902934563
  • Taylor, R. D., Oberle, E., Durlak, J. A., & Weissberg, R. P. (2017). Promoting positive youth development through school-based social and emotional learning interventions: A meta-analysis of follow-up effects. Child development, 88(4), 1156-1171.
  • Usán, P., Salavera, C., & Domper, E. (2018). How is the relationship between burnout, engagement and academic self-efficacy? A study in teenage students. Revista Electronica Interuniversitaria De Formacion Del Profesorado, 21(2), 141-153. http://dx.doi.org/10.6018/reifop.21.2.311361
  • Vizoso-Gómez, C & Arias-Gundín, O. (2019). Relación entre resiliencia, optimismo y engagement en futuros educadores. IJERI: International Journal of Educational Research and Innovation, (11), 33-46.
  • Vopel, K. (2006). Psicología Positiva en Primaria. Madrid: Editorial CCS.
  • Waters, L., & Loton, D. (2019). SEARCH: A Meta-Framework and Review of the Field of Positive Education. International Journal of Applied Positive Psychology, 4(1-2), 1-46. https://doi.org/10.1007/s41042-019-00017-4
  • White, M. A. (2016). Why won’t it stick? Positive psychology and positive education. Psychology of well-being, 6(1), 2. https://doi.org/10.1186/s13612-016-0039-1