01
Positive Psychology
Prior studies have clearly demonstrated that positive psychological traits and interventions contribute to well-being and other quality of life outcomes in children, adolescents, and teachers. However, there is scarce evidence about the applicability of these well-being factors and interventions especially in societies that are underrepresented in the positive psychological literature (e.g., Philippines). Hence, our research program on positive psychology focuses on understanding how positive psychological resources such as kindness, gratitude, grit, and other character strengths track optimal mental health outcomes such as life satisfaction, psychological flourishing, and perceived physical health. We also investigate how social (e.g., connectedness to parents, peers, and teachers) and contextual factors contribute to development of positive psychological traits and states over time. Further, we draw on existing positive psychological literature and our lab’s findings to develop online and face-to-face psychological interventions that can potentially address issues associated with maladaptive use of technology and surge in negative emotions in many societies.
02
Positive Education
As Seligman et al. (2009) have emphasized the benefits of well-being for effective learning, our second research program focuses on application of well-being theories and scientific findings in educational contexts. We investigate how positive psychological resources such as kindness, grit, gratitude, fairness, and other virtues predict key learning processes and academic outcomes in children and youth in non-Western cultural contexts. We also draw on positive psychological literature to understand why some students are likely to demonstrate higher engagement in Math and Science classes. Our lab leverages on its research findings about positive education to design well-being interventions that will promote academic and social emotional development in primary, secondary, and undergraduate students.
03
Inclusive Education
Students with diverse types of physical (e.g., hearing and visual impairments) and psychological disabilities (e.g., autism and anxiety disorder) are prone to experience discrimination from typically developing peers or other people in different contexts. Although there have been numerous studies which pinpointed psychological factors that contribute to negative attitudes towards these students with special needs, little is known on psychological resources and interventions that might mitigate the psychological hazards of these educational problems. Our third research program, therefore, focuses on applying positive psychological theories and research findings to build inclusive school contexts. We also investigate psychological factors that promote social emotional development in high ability students.
