Journal of Positive School Psychology
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Vol. 3 No. 1 (2019)

April 2019

What Pre-school Children Think about Happiness, Hope, Gratitude, Wisdom, Justice, and Optimism? The Positive Conceptual Thinking Development Study

  • Sanja Tatalović Vorkapić
  • Ana Babić Šikić

Journal of Positive School Psychology , Vol. 3 No. 1 (2019), 10 April 2019 , Page 1-25
Published: 2018-07-13

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Abstract

The purpose of this research was to explore how pre-school children define and understand positive psychology concepts such as happiness, wisdom, hope, justice, gratitude, and optimism. The research included 100 children (4-7 years old) in Croatia. After receiving consent from parents, an individual structured interview with children was applied. Qualitative and quantitative methodology was used in data processing. It was found that children had the most comprehensive definitions of happiness, but defined the concept of justice the least. Furthermore, although the concept of gratitude recorded the highest answer frequency, the concept of happiness in relation to gratitude was accurately defined. Gratitude was followed by hope, justice, wisdom, and optimism. Boys gave significantly more answers considering happiness, wisdom, justice, and optimism, while older children offered significantly more answers considering the concept of happiness.
Keywords:
  • Concept development, positive psychology, and pre-school children.
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How to Cite

Vorkapić, S. T., & Babić Šikić, A. (2018). What Pre-school Children Think about Happiness, Hope, Gratitude, Wisdom, Justice, and Optimism? The Positive Conceptual Thinking Development Study. Journal of Positive School Psychology , 3(1), 1-25. Retrieved from https://journalppw.com/index.php/JPPW/article/view/59
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Creative Commons LicenseThis work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivs 4.0 License, which allows free sharing, copying, and adaptation of the material for any purpose, even commercially, but with providing an appropriate reference to the source. This license entitles all parties to copy, share and redistribute all the articles, data sets, figures, and supplementary files published in this journal in data mining, search engines, web sites, blogs, and other digital platforms under the condition of providing references. 

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Journal of Positive School Psychology is a peer-reviewed journal covering positive psychology and provides an international forum for the science of positive psychology in education and school settings. The JPSP, which is published two times a year, is an open-access that publishes research outcomes with significant contributions to the understanding and improvement of the positive psychology of education and services in school settings. The JPSP publishes research regarding the education of populations across the life span

Journal of Positive School Psychology is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

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