Positive education in college students: the effects of the “self-knowledge and soul care” workshop on the emotions and character strengths

Positive education in college students: the effects of the “self-knowledge and soul care” workshop on the emotions and character strengths Educación positiva en estudiantes universitarios: efectos del taller “autoconocimiento y cuidado del alma” sobre las emociones y fortalezas del carácter

Published 2021-04-17


https://doi.org/10.30554/archmed.21.2.4098.2021
Open | Download
PDF FLIP HTML (Spanish) epub (Spanish) XML (Spanish)
Issue
Vol. 21 No. 2 (2021): .
Section
Artículos de Investigación
How to Cite
Barranca Enríquez, A. ., Romo González, T. ., López Mora, G. ., Contreras Miranda, M. de J., Sánchez Silva, D. M., & Hernández Pozo, M. del R. (2021). Positive education in college students: the effects of the “self-knowledge and soul care” workshop on the emotions and character strengths: Educación positiva en estudiantes universitarios: efectos del taller “autoconocimiento y cuidado del alma” sobre las emociones y fortalezas del carácter. Archivos De Medicina , 21(2). https://doi.org/10.30554/archmed.21.2.4098.2021
Download Citation
Endnote/Zotero/Mendeley (RIS) BibTeX
DOI

https://doi.org/10.30554/archmed.21.2.4098.2021
Dimensions
PlumX

How to Cite

Barranca Enríquez, A. ., Romo González, T. ., López Mora, G. ., Contreras Miranda, M. de J., Sánchez Silva, D. M., & Hernández Pozo, M. del R. (2021). Positive education in college students: the effects of the “self-knowledge and soul care” workshop on the emotions and character strengths: Educación positiva en estudiantes universitarios: efectos del taller “autoconocimiento y cuidado del alma” sobre las emociones y fortalezas del carácter. Archivos De Medicina , 21(2). https://doi.org/10.30554/archmed.21.2.4098.2021

Download Citation

license
Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Antonia Barranca Enríquez
Universidad Veracruzana
https://orcid.org/0000-0003-2606-4312 ORCID
Tania Romo González
Universidad Veracruzana. Xalapa
http://orcid.org/0000-0003-0097-4780 ORCID
Gloria López Mora
Universidad Veracruzana. Veracruz
https://orcid.org/0000-0001-9787-7471 ORCID
Maria de Jesús Contreras Miranda
Universidad Veracruzana. Veracruz
https://orcid.org/0000-0002-3285-871X ORCID
Diana María Sánchez Silva
Universidad Veracruzana. Xalapa
https://orcid.org/0000-0002-9587-3749 ORCID
María del Rocío Hernández Pozo
Universidad Nacional Autónoma de México
https://orcid.org/0000-0001-5781-2825 ORCID
Show authors biography

Antonia Barranca Enríquez,

Doctorado. Centro de Estudios y Servicios en Salud, Universidad Veracruzana. Veracruz, México. 

Tania Romo González,

Doctorado. Instituto de Investigaciones Biológicas, Universidad Veracruzana. Xalapa, México. ORCID: 

Gloria López Mora,

Doctorado. Facultad de Enfermería Región Veracruz, Universidad Veracruzana. Veracruz, México. ORCID: 

Maria de Jesús Contreras Miranda,

Doctorado. Facultad de Enfermería Región Veracruz, Universidad Veracruzana. Veracruz, México. 

Diana María Sánchez Silva,

Maestría. Instituto de Investigaciones Biológicas, Universidad Veracruzana. Xalapa, México. 

María del Rocío Hernández Pozo,

Doctorado. Proyecto de Investigación Aprendizaje Humano, Universidad Nacional Autónoma de México, FES Iztacala. 

Most read articles by the same author(s)

Objective: most healthy and unhealthy behaviors are acquired or consolidated during youth, thus a good investment in the future of any nation, should be to promote the development of young people, incorporating them into projects and programs that aspire to increase their subjective wellbeing and personal health. The Psycho-Educational Intervention (PEI) presented here has been shown to have effects on the health and
wellbeing of students as well as on their academic performance. However, its effects
on strength of character, emotional balance and emotional intelligence are unknown.
Materials and methods: in this paper it was shows the effects of this PEI on positive
education in a group of 18 students through three questionnaires: VIA-240, PANAS-20
and PIEMO. To estimate the effects of the PEI, a comparison was made between
the scores obtained on the three questionnaires before and after the PEI sessions.Results: the results show that not only did character strengths, positive affect and emotional intelligence improve with PEI, but that also the character strengths and the
emotional bearings arranged in a network topography changed with intervention. Also, there were some changes in the most connected nodes of the network. Conclusions:these results show that PEI improved the previous reported variables, they also show the way in which the balance of the positive and negative affects, the development of emotional intelligence and the enhancement of character strengths give access to the three pillars of positive psychology.

Article visits 815 | PDF visits 391

Downloads

Download data is not yet available.
  1. Chabot D, Chabot M. Emotional Pedagogy. To
  2. feel in order to learn: Incorporating emotional
  3. intelligence in your teaching strategies. Victoria:
  4. Trafford; 2004.
  5. Ruiz-Lugo L. Formación integral: desarrollo intelectual,
  6. emocional, social y ético de los estudiantes.
  7. Revista Universidad de Sonora. 2007; 19:11-13.
  8. Arguís-Rey R, Bolsas-Valero AP, Hernández-Paniello
  9. S, Salvador-Monge M. Programa aulas felices
  10. psicología positiva aplicada a la educación. 2da
  11. edición. Zaragoza: SATI; 2012.
  12. The American College Health Association [ACHA].
  13. American College Health Association–National
  14. College Health Assessment Spring 2008 Reference
  15. Group Data Report (Abridged): the
  16. American College Health Association. J Am
  17. Coll Health. 2009; 57:477-488.
  18. DOI: 10.3200/JACH.57.5.477-488
  19. Prochaska JJ, Spring B, Nigg CR. Multiple behavior
  20. change research: an introduction and
  21. overview. Prev Med. 2008; 46:181-188.
  22. DOI: 10.1016/j.ypmed.2008.02.001
  23. Benson PL, Scales PC, Hamilton SF, Semsa A Jr.
  24. Positive youth development: Theory, research,
  25. and applications. In ed. Lerner RM. Theoretical
  26. models of human development. Hoboken, NJ: Wiley;
  27. DOI: 10.1002/9780470147658.chpsy0116
  28. Seligman ME, Ernst RM, Gillham K, Linkins M.
  29. Positive Education: positive psychology and
  30. classroom interventions. Oxford Review of Education.
  31. ; 35(3):293-311.
  32. https://doi.org/10.1080/03054980902934563
  33. Huppert F, Cooper C. Wellbeing: A Complete
  34. Reference Guide. Wiley; 2014
  35. White MA, Murray AS. Evidence-Based Approaches
  36. in Positive Education: Implementing
  37. a Strategic Framework for Well-being in Schools.
  38. New York: Springer; 2015.
  39. Seligman ME. Flourish: A Visionary New Undertanding
  40. of Happiness and Well-being. New
  41. York: Free Press; 2011.
  42. Shoshani A, Steinmetz S, Kanat-Maymon Y. Effects
  43. of the Maytiv positive psychology school
  44. program on early adolescents’ well-being, engagement,
  45. and achievement. J Sch Psychol. 2016;
  46. :73-92. http://dx.doi.org/10.1016/j.jsp.2016.05.003
  47. Pluskota A. The application of positive psychology
  48. in the practice of education. Springerplus.
  49. ; 3(147):1-7. DOI: 10.1186/2193-1801-3-147
  50. Fredrickson B, Tugade MM, Waugh CE, Larkin GR.
  51. What Good Are Positive Emotions in Crises? A
  52. Prospective Study of Resilience and Emotions
  53. Following the Terrorist Attacks on the United
  54. States on September 11th, 2001. J Pers Soc
  55. Psychol. 2003; 84(2): 365–376.
  56. DOI: 10.1037//0022-3514.84.2.365
  57. Marrero RJ, Carballeira M, Martín S, Mejías M,
  58. Hernández JA. Effectiveness of a positive psychology
  59. intervention combined with cognitive
  60. behavioral therapy in university students. An
  61. de Psicol. 2016; 32(3):728-740.
  62. http://dx.doi.org/10.6018/analesps.32.3.261661
  63. Romo-González T, Enríquez-Hernández CB,
  64. Riego-Azuara NA, Sánchez-Gracida OD, López-
  65. Mora G, Gantiva C, Larralde C. Body and Health,
  66. Mind and Wellness I: Effects of a Psycho-Educative
  67. Intervention for Healthy Human Development
  68. in Students of Nursing. RPBS. 2013;
  69. (2):16-30. DOI: 10.12691/rpbs-1-2-2
  70. Seligman M. Positive psychology. Washington,
  71. DC: American Psychological Association; 2002.
  72. Seligman M. La auténtica felicidad. Barcelona:
  73. Ediciones B; 2003.
  74. Linley PA, Joseph S, Harrington S, Wood AM. Positive
  75. psychology: Past, present, and (possible)
  76. future. J Posit Psychol. 2006; 1(1):3-16.
  77. https://doi.org/10.1080/17439760500372796
  78. Romo-González T, Enríquez-Hernández CB, Riego-
  79. Azuara NA, Sánchez-Gracida OD, López-Mora G,
  80. Gantiva C, Larralde C. Body and Health, Mind and
  81. Wellness: II. The Mechanisms Behind the Effects
  82. of a Psycho-Educative Intervention. RPBS. 2013;
  83. (5): 67-76. DOI:10.12691/rpbs-1-5-2
  84. Romo-González T, Ehrenzweig Y, Sánchez-Gracida
  85. OD, Enríquez-Hernández CB, López-Mora G,
  86. Martínez AJ, Larralde C. Promotion of individual
  87. happiness and wellbeing of students by a positive
  88. education intervention. JBHSI. 2013; 5(2):79-
  89. DOI: 10.5460/jbhsi.v5.2.42302
  90. Maslow AH. A Theory of Human Motivation. Psychol
  91. Rev. 1943; 50(4): 370-396.
  92. https://doi.org/10.1037/h0054346
  93. Nakken C. The Addictive Personality: Understanding
  94. the Addictive Process and Compulsive
  95. Behavior. Minnesota: Hazelden; 1998.
  96. Bradshaw J. La Familia. México: Selector; 2000.
  97. Becoña-Iglesias E. Bases Científicas de la Prevención
  98. de las Drogodepencias. Madrid: Delegación
  99. del Gobierno Nacional sobre Drogas; 2002.
  100. De León G. La Comunidad Terapéutica y las
  101. Adicciones. Teoría, Modelo y Método. España:
  102. Desclée de Brouwer; 2004.
  103. Velasco-Fernandez R. Las Adicciones: manual
  104. para maestros y padres. México: Trillas; 2006.
  105. Rachman S. A cognitive theory of obsessions.
  106. Behav Res Ther. 1997; 35(9): 793-802.
  107. DOI: 10.1016/s0005-7967(97)00040-5
  108. Ayala-Velazquez HE, Cárdenas-López. Manual de
  109. autoayuda para personas con problemas en su
  110. forma de beber. México: Editorial Porrúa; 1998.
  111. Peterson C, Seligman ME. Character strengths
  112. and virtues: A classification and handbook. New
  113. York: Oxford University Press/Washington, DC:
  114. American Psychological Association; 2004.
  115. Park N, Peterson C, Seligman ME. Character
  116. strengths and well–being strengths of character
  117. and well–being. J Soc Clin Psychol. 2004; 23(5):
  118. -619.
  119. https://doi.org/10.1521/jscp.23.5.603.50748
  120. Góngora-Coronado EA, Vásquez-Velázquez II,
  121. Hernández-Pozo MR, Romo-González T, González-
  122. Ochoa R, Gallegos-Guajardo J, et al. Explorando
  123. la Vida Buena en México. Las Fortalezas del
  124. Carácter y su Relación con la Felicidad. Rev Latin
  125. Medicina Conductual. 2019; 9(2):43-55
  126. Watson D, Clark LA, Tellegan A. Development
  127. and validation of brief measures of positive and
  128. negative affect: The PANAS scales. J Pers Soc
  129. Psychol. 1988; 54(6):1063–1070.
  130. DOI: 10.1037//0022-3514.54.6.1063
  131. Schutz E, Sailer U, Nima AA, Rosenberg P, Anderson-
  132. Arnten AC, Archer T, et al. The affective
  133. profiles in the USA; happiness, depression,
  134. life satisfaction, and happiness-increasing
  135. strategies. PeerJ. 2013; 1:e156.
  136. DOI:10.7717/peerj.156
  137. Robles R, Francisco Páez F. Estudio sobre la
  138. traducción al español y las Propiedades Psicométricas
  139. de las Escalas de Afecto Positivo y Negativo
  140. (PANAS). Salud Mental. 2003; 26(1):69-75.
  141. Cortés-Sotres JF, Barragán-Velásquez C, Vázquez-
  142. Cruz ML Perfil de inteligencia emocional: construcción,
  143. validez y confiabilidad. Salud Mental.
  144. ; 25(5):50-60.
  145. Romo-González T, González-Ochoa R. Manual
  146. para el cuidado del alma. Quince sesiones de desarrollo
  147. humano saludable. México: Herder; 2017
  148. Zar JH. Biostatistical analysis. Pearson Education
  149. India; 1999.
  150. Borgatti SP, Everett MG, Freeman LC. UCINET for
  151. Windows: Software for social network analysis.
  152. Harvard, MA: Analytic Technologies; 2002.
  153. Yearley LH. Mencius and Aquinas: Theories of
  154. virtue and conceptions of courage. Albany, New
  155. York: State University of New York Press; 1990.
  156. Wagner L, Ruch W. Good character at school:
  157. positive classroom behavior mediates the
  158. link between character strengths and school
  159. achievement. Frontiers in Psychology. 2015; 6:1-13.
  160. DOI: 10.3389/fpsyg.2015.00610
  161. Duckworth AL, Seligman ME. Self-discipline
  162. outdoes IQ in predicting academic performance
  163. of adolescents. Psychological Science.
  164. ; 16(12):939-944.
  165. DOI: 10.1111/j.1467-9280.2005.01641.x
  166. Duckworth AL, Peterson C, Matthews MD, Kelly DR.
  167. Grit: perseverance and passion for long-term
  168. goals. Journal of Personality and Social Psychology.
  169. ; 92(6):1087-1101.
  170. https://doi.org/10.1037/0022-3514.92.6.1087
  171. Levi M, Moore KT, Castillejos CF, Kubitza D,
  172. Berkowitz SD, Goldhaber S. et al. Comparison
  173. of three-factor and four-factor prothrombin
  174. complex concentrates regarding reversal of the
  175. anticoagulant effects of rivaroxaban in healthy
  176. volunteers. J Thromb Haemost. 2014; 12(9):1428-
  177. DOI: 10.1111/jth.12599
  178. Emmons RA, McCullough ME. Counting Blessings
  179. Versus Burdens: An Experimental Investigation
  180. of Gratitude and Subjective Well-Being in Daily
  181. Life. J Pers Soc Psychol. 2003; 84(2):377–389.
  182. DOI: 10.1037/0022-3514.84.2.377
  183. Clark LA, Watson D. Diurnal variation in mood:
  184. Interaction with daily events and personality.
  185. Paper presented at the meeting of the American
  186. Psychological Association, Washington, DC.
  187. Wills TA. Stress and coping in early adolescence:
  188. Relationships to substance use in urban school
  189. samples. Health Psychol. 1986; 5:503-529.
  190. https://doi.org/10.1037/0278-6133.5.6.503
  191. Beiser M. Components and correlates of mental
  192. well-being. JHSB. 1974; I5(4):320-327.
  193. Bradburn NM. The structure of psychological
  194. well-being. Chicago: Aldine; 1969.
  195. Tessler R, Mechanic D. Psychological distress and
  196. perceived health status. J Health Soc Behav. 1978;
  197. (3):254-262. https://doi.org/10.2307/2136558
  198. Watson D, Pennebaker JW. Health complaints,
  199. stress, and distress: Exploring the central role
  200. of negative affectivity. Psychol Rev. 1989; 96(2):
  201. -254. DOI: 10.1037/0033-295x.96.2.234
  202. Stone AA. The association between perceptions
  203. of daily experiences and self- and spouse-rated
  204. mood. J Res Pers. 1981; 15(4):510-522.
  205. https://doi.org/10.1016/0092-6566(81)90047-7
  206. Warr P, Barter J, Brownbridge G. On the independence
  207. of positive and negative affect. J Pers Soc
  208. Psychol. 1983. 44(3):644-651.
  209. https://doi.org/10.1037/0022-3514.44.3.644
  210. Seligman M, Steen TA, Park N, Peterson C. Positive
  211. Psychology Progress: Empirical Validation
  212. of Interventions. Am Psychol. 2005; 60(5):410-421.
  213. DOI: 10.1037/0003-066X.60.5.410
  214. Thera N. The Four Sublime States: Contemplations
  215. on Love, Compassion, Sympathetic Joy
  216. and Equanimity. Malaysia: Inward Path; 1994.
  217. White M. Why won’t it Stick? Positive Psychology
  218. and Positive Education. Psych Well Being. 2016;
  219. :1-16. DOI: 10.1186/s13612-016-0039-1

Information

Keywords

QR code

Sistema OJS 3.4.0.10 - Metabiblioteca |