A Positive Education-Based Tutoring Program for Enhancing Student Well-Being: An Action Research Proposal with Elementary School Children
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| Title: | A Positive Education-Based Tutoring Program for Enhancing Student Well-Being: An Action Research Proposal with Elementary School Children |
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| Language: | English |
| Authors: | Adriana Mendoza-Ree (ORCID |
| Source: | International Society for Technology, Education, and Science. 2025. |
| Availability: | International Society for Technology, Education, and Science. 944 Maysey Drive, San Antonio, TX 78227. Tel: 515-294-1075; Fax: 515-294-1003; email: istesoffice@gmail.com; Web site: http://www.istes.org |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2025 |
| Document Type: | Speeches/Meeting Papers Reports - Research |
| Education Level: | Elementary Education Early Childhood Education Grade 2 Primary Education |
| Descriptors: | Foreign Countries, Student Welfare, Elementary School Students, Grade 2, Private Schools, Tutoring, Educational Psychology, Social Emotional Learning, Social Development, Interpersonal Relationship, Intervention, Feasibility Studies, Holistic Approach |
| Geographic Terms: | Peru |
| Abstract: | Positive education is a pedagogical approach that integrates principles of positive psychology to promote students' holistic well-being. It encompasses the development and evaluation of self-esteem, self-knowledge, and interpersonal relationships. The objective of this research was to design and validate a tutorial intervention program for elementary school students based on the principles of positive education. To this end, a qualitative action research design was employed, involving the participation of 18 second-grade students from a private school in Lima, Peru. The main findings demonstrate that the intervention program facilitated the development of self-knowledge, supported the maintenance of high self-esteem, and promoted the strengthening of interpersonal relationships, contributing to their socioemotional well-being. Based on this research, it can be concluded that a positive education program can play a significant role in the socioemotional development of elementary school students. Future research could focus on implementing similar programs in diverse contexts, such as public and rural institutions, to explore the approach's effectiveness in varying socioeconomic and cultural settings. [For the complete proceedings, see ED678959.] |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | ED678982 |
| Database: | ERIC |
| Abstract: | Positive education is a pedagogical approach that integrates principles of positive psychology to promote students' holistic well-being. It encompasses the development and evaluation of self-esteem, self-knowledge, and interpersonal relationships. The objective of this research was to design and validate a tutorial intervention program for elementary school students based on the principles of positive education. To this end, a qualitative action research design was employed, involving the participation of 18 second-grade students from a private school in Lima, Peru. The main findings demonstrate that the intervention program facilitated the development of self-knowledge, supported the maintenance of high self-esteem, and promoted the strengthening of interpersonal relationships, contributing to their socioemotional well-being. Based on this research, it can be concluded that a positive education program can play a significant role in the socioemotional development of elementary school students. Future research could focus on implementing similar programs in diverse contexts, such as public and rural institutions, to explore the approach's effectiveness in varying socioeconomic and cultural settings. [For the complete proceedings, see ED678959.] |
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