The Influence Of Components Of Positive Psychology On Student Development

Abstract

Considering a wide range of student's delinquencies and problems, preventive intervention in school is strongly required for healthy student development. American School counselor Association (ASCA) has focused on three areas, academic development, career development, and personal/social development to provide various skills and learning opportunities for the successful life of students. During the past 50 years, psychologists have concentrated on the disease treatment model. However, unlike this psychological trend, positive psychology has paid attention to prevent school violence and delinquency. Further, Positive psychologists have discovered not only to prevent problems but also to facilitate human strengths and virtues to live successful and happy life. Therefore, the purpose of this study was to investigate the causal relationship between components of positive psychology and student development. More specifically this research examined the influence of hope, optimism, and self-regulation on student's academic achievement, career development, and social development. This quantitative study included 507 6th grade elementary school students and their parents living in Seoul, South Korea. Four conceptual models were developed to investigate the best fit model to examine the causal relationship between hope, optimism, and self-regulation and student's academic achievement, career development, and social development. Structural Equation Modeling (SEM) was employed to analyze the data. Confirmatory Factor Analysis (CFA) was used to explore measurement model and Path Analysis was engaged in to discover structure model. The results of SEM analysis provided major findings. There was a causal relationship between hope and student's academic achievement, career development, and social iv development. However, it was not confirmed the causal relationship between optimism and student's academic achievement, career development, and social development and between selfregulation and student's academic achievement, career development, and social development. Further, a structural model on the causal relationship between hope, optimism, self-regulation and student's academic achievement, career development, and social development was not statistically significant. Implications and suggestions for future research are discussed.

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