Positive education is the application of positive psychology to different settings, including schools, social welfare agencies, and corporations. It aims to advance the science of wellbeing to empower individuals, groups, and communities to thrive and flourish. Positive education research adopts a strength-based, ecological perspective and multi-disciplinary approach for theory and practice advancement. Research area includes evidence-based studies to examine the effectiveness of different positive education interventions on different target groups in multiple settings, as well as quantitative and qualitative studies to examine the relationship and interactions among positive education and wellbeing- related variables.
This research focus strives to create a platform aiming to: Promote evidence-based research and intervention on positive and wellbeing education for different target groups in various settings; Advance knowledge and theories in the science of positive and wellbeing education; Encourage local and international exchange among academics, principals, teachers, students, policy makers, practitioners, service users, and funding bodies on the knowledge Implementation of positive and wellbeing education.
| Selected Publications |
Jiang, J., Kwok, S. Y. C. L., & Deng, X. (2025). Effects of social mistreatment, academic alienation, and developmental challenge on university students' well-being through coping strategies: A longitudinal study. British Journal of Educational Psychology, 95(2), 464-479
|
Kwok, S. Y. C. L., Fang, S., Huang, B. M., Addis Tesfaw, A., & Deng, X. (2025). Stability and changes in meaning in life profiles and their impact on mental health among chinese university students: a latent transition analysis. Frontiers in Psychology, 16, Article 1529851
|
Kwok, S. Y. C. L., Fang, S., & Kwan, C. K. (2025). The impact of parental emotional abuse on psychological distress among primary school students in China during the COVID-19 pandemic: the roles of resilience, growth mindset, and positive relationships at school. Current Psychology, 44(8), 6881–6892
|
Kwok, S. Y. C. L., Gu, M., & Lai, K. Y. (2024). A longitudinal study of perceived social support from friends and hope in adolescents: emotional intelligence as the mediator. Current Psychology, 43(25), 21518-21529
|
Kwok, S. Y. C. L., Jiang, J., & Fang, S. (2024). Presence of meaning in life and meaning confusion mediate the effects of adverse childhood experiences on mental health among university students. Applied Psychology: Health and Well-Being, 16(1), 179-197
|
Li, Y., & Kwok, S. Y. C. L. (2023). A Longitudinal Network Analysis of the Interactions of Risk and Protective Factors for Suicidal Potential in Early Adolescents. Journal of Youth and Adolescence, 52(2), 306–318
|
