Positive Education and Student Success in College: An Overview and Practical Implications
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| Title: | Positive Education and Student Success in College: An Overview and Practical Implications |
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| Language: | English |
| Authors: | Lin L. Agler (ORCID |
| Source: | Journal of Educational Research and Practice. 2025 15. |
| Availability: | Walden University, LLC. 100 Washington Avenue South Suite 900, Minneapolis, MN 55401. Tel: 800-925-3368; Fax: 612-338-5092; e-mail: JERAP@waldenu.edu; Web site: http://scholarworks.waldenu.edu/jerap |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | College Students, Academic Achievement, Success, Psychology, Models, Ability, Well Being, Humanization, Teacher Student Relationship, College Environment |
| ISSN: | 2167-8693 |
| Abstract: | Institutions of higher education are facing a historically challenging time as student graduation and retention rates continue to be less than ideal, especially since the start of the COVID-19 pandemic. This is a critical time of transition for the competitive structure of higher learning, as finances, technology, student success, and institutional rankings all have a joint leading position in this structure. Applying concepts of positive psychology to higher education has been shown to be advantageous for student success and retention. This strengths-based approach helps institutions remain innovative and competitive. However, instructors face a great challenge in effectively applying positive psychology principles to higher education classrooms. We undertook this review to interpret research evidence on the application outcomes of positive psychological principles in higher education, to take a critical look at this thriving model of education in contrast to the traditional surviving model, and to offer practical suggestions for practitioners in higher education. Finally, we discuss the challenges and limitations that the current positive psychology movement faces and also discuss future research directions for this field. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1492185 |
| Database: | ERIC |
| Abstract: | Institutions of higher education are facing a historically challenging time as student graduation and retention rates continue to be less than ideal, especially since the start of the COVID-19 pandemic. This is a critical time of transition for the competitive structure of higher learning, as finances, technology, student success, and institutional rankings all have a joint leading position in this structure. Applying concepts of positive psychology to higher education has been shown to be advantageous for student success and retention. This strengths-based approach helps institutions remain innovative and competitive. However, instructors face a great challenge in effectively applying positive psychology principles to higher education classrooms. We undertook this review to interpret research evidence on the application outcomes of positive psychological principles in higher education, to take a critical look at this thriving model of education in contrast to the traditional surviving model, and to offer practical suggestions for practitioners in higher education. Finally, we discuss the challenges and limitations that the current positive psychology movement faces and also discuss future research directions for this field. |
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| ISSN: | 2167-8693 |
