Positive psychology and positive education aim to broaden the definition of prosperity and success to include well-being. This qualitative study sought to explore whether students in a school with a school-wide approach to positive education expressed different ideas about prosperity and success than students who have not received explicit positive education training. Using thematic analysis techniques and with reference to Seligman’s PERMA and Cummins’ Personal Well-being Index (PWI) frameworks, the writing tasks of 205 Year 10 students were analysed. Results showed that positive education students attributed success and prosperity to relationships more frequently than students who had not participated in the positive education programme, and discussed money as indicative of success less frequently. Social equity, health and collective well-being did not feature prominently in positive education students’ responses, suggesting potential for further development of positive education programmes to promote these elements of prosperity and engender a more social definition of success.

中文翻译：

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正面教育与新繁荣：探索青年人的繁荣与成功观

积极心理学和积极教育旨在扩大繁荣和成功的定义，包括幸福。这项定性研究旨在探讨一所采用全校积极教育方法的学校中的学生与未接受过明确的积极教育培训的学生是否表达了对繁荣和成功的不同看法。使用主题分析技术并参考塞利格曼的 PERMA 和康明斯的个人幸福指数 (PWI) 框架，分析了 205 名 10 年级学生的写作任务。结果表明，积极教育的学生比没有参加积极教育计划的学生更频繁地将成功和繁荣归因于人际关系，并且较少讨论金钱作为成功的象征。社会公平，