Evaluating Positive Psychology Curriculum Among Nontraditional Students in a Foundational Course Ruth Hilton Rhodes Walden University

Walden University ScholarWorks Walden Dissertations and Doctoral Studies Walden Dissertations and Doctoral Studies Collection 2016 Evaluating Positive Psychology Curriculum Among Nontraditional Students in a Foundational Course Ruth Hilton Rhodes Walden University Follow this and additional works at: https://scholarworks.waldenu.edu/dissertations Part of the Educational Psychology Commons, and the Psychology Commons This Dissertation is brought to you for free and open access by the Walden Dissertations and Doctoral Studies Collection at ScholarWorks. It has been accepted for inclusion in Walden Dissertations and Doctoral Studies by an authorized administrator of ScholarWorks. For more information, please contact [email protected]. Walden University College of Social and Behavioral Sciences This is to certify that the doctoral dissertation by Ruth Rhodes has been found to be complete and satisfactory in all respects, and that any and all revisions required by the review committee have been made. Review Committee Dr. Anne Morris, Committee Chairperson, Psychology Faculty Dr. John Astin, Committee Member, Psychology Faculty Dr. Tracy Masiello, University Reviewer, Psychology Faculty Chief Academic Officer Eric Riedel, Ph.D. Walden University 2016 Abstract Evaluating Positive Psychology Curriculum Among Nontraditional Students in a Foundational Course by Ruth Hilton Rhodes MS, University of Phoenix, 2007 BA, Metropolitan State University, 2003 BA, University of Colorado, Denver, 1983 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Psychology Walden University September 2016 Abstract Positive psychology emphasizes growth, adaptive functioning, and human potential. The present study contributes to this literature by examining the impact of exposure to a positive psychology curriculum among nontraditional students taking foundational courses in a career college. Mixed methods were utilized to assess changes in student well-being and goal setting quantitatively through pre- and post-tests of the Authentic Happiness Survey and the Satisfaction with Life Scale as well as identifying emergent themes from qualitative analysis of student reflections and written assignments over a 9- week term. Twenty-five students participated in foundational courses, which placed an emphasis on positive psychology. Paired samples t tests, Cohen’s d, thematic analysis, and a researcher-designed Likert-scale assessed changes from the beginning of the course to the end among the quantitative and qualitative measures of overall well-being and goal attainment. Some of the notable findings included significantly positive changes in students’ reports of authentic happiness, and 76% of students reporting that they had attained an academic, social, and personal goal over the course of the 9-week curriculum. Change in self-reported satisfaction with life approached, but it was not statistically significant. Thus, the implementation of a positive psychology curriculum in a nontraditional student population created positive social change in this particular sector of academia and was associated with increased overall well-being and attainment of goals. Abstract Evaluating Positive Psychology Curriculum Among Nontraditional Students in a Foundational Course by Ruth Hilton Rhodes MS, University of Phoenix, 2007 BA, Metropolitan State University, 2003 BA, University of Colorado, Denver, 1983 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Psychology Walden University September 2016 Dedication This dissertation is dedicated to my father and mother, Jerrold and Trudy Hilton, my husband, Charles Rhodes, my daughters, Kate and Julie, daughter-in-law, Jennifer Xu, my father-in-law, Raymond Rhodes, my mentor, Dr. John R. Kilcoyne, and my dear friend Judy Lev. This dissertation would not have become a reality without the tireless devotion, knowledge, and expertise of my dissertation chair, Dr. Anne Morris, my content committee member, Dr. John Astin, and my University Research Reviewer Dr. Tracy Masiello. I would also like to thank my mentors, Dr. John R. Kilcoyne and Judy Lev who had faith that I would complete this, and through their guidance, wisdom, humor, and support, helped me stay the course. I am grateful to Westwood College, Jan Hickman, and the students of Westwood College for allowing me to conduct my research. Finally, I am grateful to Walden University for providing me with an excellent education through an online environment. I would not have been able to attain my Ph.D. without this mode of scholarship. As a result, my life-long dream has come true. Table of Contents List of Tables………………………………………………………………………..……iii List of Figures………………………………………………………………………….….v Chapter 1: Introduction to Study…………………………………………………………..1 Background………………………………………………………………..………2 Problem Statement……………………………………………………………….. 9 Gap in Literature…………………………………………………………………12 Purpose of Study…………………………………………………………………17 Research Questions and Hypotheses…………………………………………….18 Quantitative…………………………………………………………………....…18 Qualitative………………………………………………………………………..19 Theoretical and Conceptual Framework for the Study…………………………..20 Addressing Research Questions………………………………………………….29 Nature of Study…………………………………………………………………..32 Definitions………………………………………………………………………..36 Assumptions……………………………………………………..……………….37 Limitations……………………………………………………………………….39 Significance of Study…………………………………………………………….39 Summary……….……………………………………………………………...…46 Chapter 2: Literature Review…………………………………………………………….48 Literature Search Strategy………………………………..………………………..50 Theoretical Foundation………………………………………..…………………..52 i Literature Related to Key Variables and Concepts………………………………67 Summary and Conclusion…………………………………………..……………70 Chapter 3: Research Method Introduction……………………………………….……………..………..……...71 Setting……………………………………………………………………………73 Research Design and Rationale………………………………………………….74 Role of Researcher……………………………………………………………….78 Assumptions………………………………………………………………...……78 Methodology……………………………………………………………..………78 Threats to Validity……………………………………………………………….86 Issues with Trustworthiness……………………………………...………………89 Ethical Procedures.………………………………………………………………89 Summary…………………………………………………………………………90 Chapter 4: Results Introduction…………………………………………………………………...….91 Setting……………………………………………………………………………92 Demographics……………………………………………………………………93 Data Collection..…………………………………………………………………94 Data Analysis...…………………………………………………………………..96 Results……………………………………………………………………………98 Quantitative………………………………………………………………98 Qualitative………………………………………………………………104 ii Evidence of Trustworthiness……………………………………………………117 Summary…..……………………………………………………………………117 Chapter 5: Discussion, Conclusion, and Recommendations Introduction.…………………………………………………………………….119 Interpretation of Findings.………………………………………………………120 Limitations of Study.……………………………………………………………127 Recommendations………………………………………………………………128 Implications for Social Change…………………………………………………129 Conclusion….……………………………………………………..………...…131 References………………………………………………………………………………134 Letter of Permission. ……………………………………………………….…………..153 iii List of Tables Table 1 Age……………………………………………………………………..…..…....94 Table 2 Paired Samples t Test for Pretest and Posttest for Satisfaction with Life Scale...99 Table 3 Paired Samples t Test for Pretest and Posttest for Authentic Happiness ……...100 Survey Table 4. Likert-Scale Student Responses to Attainment of Academic Goals ……....….102 Table 5. Likert-Scale Student Responses to Attainment of Social Goals .………….….102 Table 6. Likert-Scale Student Responses to Attainment of Personal Goals ………...…103 Table 7. Codification of Words and Terms in Journals and Letters……………..……..104 iv List of Figures Figure 1. Mean scores on Satisfaction with Life Scale…..………………………...…100 Figure 2. Mean scores on Authentic Happiness Survey......……..…………..…….…101 v 1 Chapter 1: Introduction to the Study Given that positive psychology has its roots in the human potential movement of the 1960s and 1970s, and its founding fathers are considered to be Carl Rogers and Abraham Maslow, introductory psychology texts tend to touch only briefly on their significance and influence, and they are often given only minimal consideration in foundational college textbooks. Rogers’ focused on enhancing human potential, and while not totally rejecting the disease model, he sought to facilitate individuals’ abilities to experience self-directed personal growth, creativity, unconditional positive regard, and self-actualization (Farson, 1974; Heim, 2011; Rogers, 1969). Rogers was influential not only in areas of counseling and organizational psychology, but also in the fields of education and business (Heim, 2011). Rogers’ research in the field of education indicated that the most effective teachers were those who showed empathy, had close relationships with their students, set high expectations for goal accomplishment, mastered knowledge of the curriculum, and were skillful in their delivery (Rogers, 1969). Maslow developed the hierarchy of needs, and within the educational realm, he believed that the purpose of education was to help an individual discover his/her own identity as a whole, integrated, self-actualized person (Carter, 2014; Maslow, 1980). The humanistic psychologists believed that every person had the potential to create and shape his/her ideal self. This potential was accomplished when individuals were held in unconditional positive regard, treated with empathy,

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