000			04599nam a22003015i 4500
001			403232
003			ES-MaUEC
005			20240603113737.0
007			cr nn 008mamaa
008			231024s2023 si | o |||| 0|eng d
020			_a9789819955718
024	7		_a10.1007/978-981-99-5571-8 _2doi
040			_aES-MaUEC _bspa _cES-MaUEC _dES-MaUEC
050		4	_aLB1050.9-1091 _b2023 EB
245	1	0	_aPositive Psychology and Positive Education in Asia : _bUnderstanding and Fostering Well-Being in Schools _cedited by Ronnel B King, Imelda Santos Caleon, Allan B I Bernardo
250			_a1st ed. 2023
264		1	_aSingapore _bSpringer International Publishing _c2023
300			_a1 recurso en línea
336			_atexto _btxt _2rdacontent
337			_aelectrónico _bc _2rdamedia
338			_arecurso electrónico _bcr _2rdacarrier
490	0		_aPositive Education _x2468-0281
505	0		_aPart I: Understanding Student Well-Being -- 1. Assessment of Well-Being Asian Perspectives -- 2. Factors That Influence the Development of Students' Academic Resilience: Student Perspectives -- 3. What Makes You Grittier? The Role of Temperament, Parenting, and Teacher Support among Migrant Children in China -- 4. Interacting Dimensions of Locus-of-Hope and Well-Being of Filipino High School and University Students -- 5. Need Support and Need Satisfaction in Arabic Language Classes in Japanese Universities -- Part II: Well-Being of Learners with Special Educational Needs -- 6. Academic Self-Concept, Meaning in Life, and Career Goal-Setting of ADHD Students: A Moderating Effect Analysis -- 7. From School to Career: Testing Academic Self-Concept, Emotion, and Career Adaptability in Students with SpLD in Hong Kong -- 8. Teacher Support and Peer Support: Are They Perceived Similarly Important to Social and Emotional Competencies of Gifted Students? -- 9. Strengths-Based Approach to Cater to Studentswith Autism -- Part III: Parent and Teacher Perspectives on Well-Being -- 10. Teachers' Perspectives on Positive Education Institution -- 11. Parents' and Teachers' Perceptions of Student Well-Being: An Economically and Academically Disadvantaged Perspective -- 12. Growth Mindset Predicts Teachers' Job Embeddedness: The Role of Well-Being -- 13. Teacher Emotions in Their Professional Lives: Implications for Teacher Development -- 14. Parent Support Is Linked to High Achievement via Positive Emotions -- Part IV: Fostering Well-Being in Schools -- 15. Increasing Academic Well-Being among Secondary School Students: A Strengths-Based Randomized Control Trial -- 16. Demystifying Student-Well-Being Paradigm: Steering Forward via Context-Specific Online Multi-Component Interventions -- 17. The Design and Development of a Positive Education Intervention Programme -- 18. Deep Breathing and Mindfulness-Simple Techniques to Promote Students' Self-Regulation and Well-Being from the Inside Out -- 19. Shared Book Reading Experience and Children's Social Emotional Well-Being in Asia -- 20. Promoting Gratitude in an International School: A Qualitative Case Study -- 21. Instilling Growth Mindset in Chinese Community College Students: A Randomized Controlled Study -- 22. Positive Psychology with Children and Adolescents in Israel -- 23. Making Students Happy with Whole-Person Education: Case Study of a Primary School in Hong Kong -- 24. A Whole-School Approach to Positive Education in a Singapore School -- 25. Making Students Happy with Whole-Person Education: Case Study of a Primary School in Hong Kong.
520			_aThis book explores students' and teachers' well-being from positive psychology and education perspectives and showcases interventions that optimize well-being in the school context. The book also covers crucial positive psychology and education topics/themes including character strengths, gratitude, growth mindset, grit, resilience, positive emotions, and well-being among others. The chapters include reviews and empirical research based on diverse methodologies, such as correlational, experimental, quasi-experimental, intervention, longitudinal, and qualitative approaches from six different Asian sociocultural contexts-Singapore, Hong Kong, Mainland China, Israel, Macau, and Philippines. All the chapters, provide practical pointers for teachers and educators who aim to nurture well-being in schools. .
856	4	0	_uhttps://go.openathens.net/redirector/universidadeuropea.es?url=https://doi.org/10.1007/978-981-99-5571-8 _zAcceso a este recurso digital (usuarios Universidad Europea de Madrid)
942			_2lcc _cLE
988			_aSpringer_Psychology_2023
999			_c403232 _d403232