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Positive Psychology and Student Engagement Barbara Buck, Sheila R Journal of Cross-Disciplinary Perspectives in Education Vol. 1, No. 1 (May 2008) 28 - 35 Positive Psychology and Student Engagement Barbara Buck, Sheila R. Carr, & Jan Robertson Introduction Nonetheless, for much of the first half of the 20th century, the focus in psychology was on the Positive psychology is a relatively new field of darker side of human nature – i.e., disorders, research which grew out of a need to rebalance the impairments, and mental illness. For instance, there focus of psychological studies from the all too are ample studies on negative emotions such as familiar negative attributes of human nature to more anger, shame, depression, or guilt. However, there positive aspects. Gable and Haidt (2005) define are very few empirical studies on positive emotions positive psychology as “the study of the conditions such as gratitude, admiration, initiative, or moral and processes that contribute to the flourishing or elevation (Haidt, 2003). So, with the collective optimal functioning of people, groups, and desire to bring balance to the field of psychology by institutions” (p. 104). Sheldon and King (2001) encouraging research in these areas long neglected describe it as “nothing more than the scientific by social scientists, the positive psychology study of ordinary human strengths and virtues” (p. movement gained favor. What is most important for 216). In short, it speaks to the topic of what is right educators is that from this research in positive with people (Gable & Haidt, 2005). Positive psychology have come recommendations that can psychology has great promise for the field of improve the initiative, academic engagement, and education. Too many students face classrooms that the self-efficacy of our youth. do not provide learning experiences focusing on their strengths, their needs for appropriate Hard vs. Soft challenge, and the importance of developing Unlike the “hard” sciences such as physics, initiative in our youth. Put succinctly, “a generation geology, or chemistry, the “soft” social sciences of bored and challenge-avoidant young adults is not present unique challenges in terms of being going to be prepared to deal with the mounting recognized within the realm of scholarly research. complexity of life and take on the emerging st At the crux of the issue is how to obtain empirical challenges of the 21 century” (Larson, 2000, p. evidence that is both valid and reliable with regard 171). to the varied and unpredictable nature of human It is important to note that although positive beings and the multiple variables involved. psychology has realized a recent boost in attention, Arguably, the “hard” sciences offer a more concrete there were several advocates and writers who platform from which to obtain quantifiable research expressed an interest in the topic long ago: William data that is easier to replicate. Conversely, soft James’ Healthy Mindedness in 1902; Gordan sciences including anthropology, sociology, and Allport’s Positive Human Characteristics in 1958; psychology often utilize qualitative research and Abraham Maslow’s call to study healthy methods with results that are sometimes considered individuals in 1968 (Gable & Haidt, 2005). Since unreliable or imprecise (Berliner, 2002 p. 18). then, others have joined the effort to promote a Education falls into the latter category as it is balance in the field to encompass positive human inherent to the human experience. According to attributes such as happiness, resilience, and optimal Berliner (2002), “doing science and implementing experience: Mihalyi Csikszentmihalyi’s Flow scientific findings are so difficult in education Theory, 1990; Cowan’s work on Resilience in because humans in schools are embedded in Children & Youth, 2000; and Ryan and Deci’s Self complex and changing networks of social Determination Theory, 2000. interaction” (p. 18). What social scientists within the field of education are charged to do could be 28 Journal of Cross-Disciplinary Perspectives in Education Vol. 1, No. 1 (May 2008) 28 - 35 considered as the “hard-to-do” science versus the progress monitoring with relevant feedback, and “easy-to-do” physical sciences (Berliner, 2002 increasing task requirements so that the individual p.18). While positive psychology does fall in the is continuously challenged. All too often, students area of soft science, the current research is adding to are presented with disconnected skill and drill, and our knowledge-base concerning learning and teach-to-the-test activities that lead to frustration, instruction. anxiety, and boredom. He warns, “as long as Educators have a duty to not only heed, but to enjoyment follows piecemeal from activities not add to the growing body of reliable and relevant linked to one another in a meaningful way, one is research in positive psychology. Given that research still vulnerable to the vagaries of chaos” can enlighten education, it benefits the vocation to (Csikszentmihalyi, 1990, p. 214). By offering narrow the research focus toward meaningful goals coherently linked, stimulating, and action-driven in an effort to attain and provide optimal learning educational opportunities tailored to the variety of experiences. The researcher’s goal should be to student skill levels and interests, one will be provide information so people can transform or providing the foundation for students to learn transition boring and meaningless lives into ones through discovery, and create meaning for full of enjoyment (Csikszentmihalyi, 1990). For themselves as well as lasting knowledge. students of all ages, that translates into developing Csikszentmihalyi (1990) shares that in order to challenging, meaningful activities that foster create “meaning involves bringing order to the intrinsic motivation with the primary focus on contents of the mind by integrating one’s actions improving quality experiences (Csikszentmihalyi, into a unified flow experience” (p. 216). As a result, 1990). In other words, discovering the optimal students will be engaged, motivated, and ready for experience or finding flow is a function of the the challenges they are bound to face in life. relationship between challenges and skills – “flow Positive Psychology and Youth Development occurs when both variables are high” This relatively new body of research raises the (Csikszentmihalyi, 1997). question of how to apply positive psychology to Flow Theory education. In literature on the advancement of Csikszentmihalyi (1990, 1997) defines flow as positive youth development, Larson (2000) an optimal state of concentration on task, which is reflected on a fundamental question concerning how intrinsically motivating. Time awareness shifts, the to motivate and excite our youth so that they will individual feels in control, and awareness and develop the skills needed to be successful as they activity seem to blend. The individual who develop into adults, thus taking charge of their own experiences flow is motivated to return to this lives and actions. As Larson stated, young people rewarding experience (Csikszentmihalyi, 1990, will need to develop such skills as motivation and 1997). Model educational programs, and a growing problem solving to be successful in the 21st body of research, positively correlate improved century. With a generation of students stating that academic achievement with differentiated school and school work is boring and not instructional approaches that provide flow challenging for them, how will students be prepared experiences through synchronization with the skill to actually deal with future challenges? levels and interests of students (Howard and Rice- Human development is a process of growth. Crenshaw, 2006; Johnson, 2001). When one researches psychological development, Csikszentmihalyi (1997) describes how to there is actually more literature concerning what is accomplish this through what he refers to as “the wrong than what is occurring correctly. The blueprint of flow activities” which includes paying research is very scarce concerning how to create close attention to details, discovering hidden youth who will grow into motivated, socially opportunities for action, matching capabilities to competent, compassionate, and psychologically circumstances, appropriate goal setting, frequent vigorous adults. The studies commonly deal with 29 Journal of Cross-Disciplinary Perspectives in Education Vol. 1, No. 1 (May 2008) 28 - 35 such concerns as curbing drug use, suicide, teen negative self-esteem. The action of at first failing, pregnancy, violence, and other behavior problems. but trying again to be successful will also develop Hence, there is a major lack of application of initiative. psychology to promote positive youth development Increasingly, students are complaining of how or what one will henceforth call initiative. boring and uninteresting life is. Furthermore, this Development of initiative is one aspect of dilemma goes beyond school. Larson (2000) positive youth development that deserves more contends that students are not given opportunities to attention. This skill, initiative, is required by adults create order and meaning in their own lives or live and will become even more essential with 21st through the outcomes from negative choices. There century learning, yet few American youth have the is a continuous disconnect between what is opportunity to realize it. Student’s typical education expected from young people and adults in the is teacher directed as opposed to student centered Western society. Thus, students
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