The Relationships between Positive Psychology and the Teaching and Learning Process

Dear Colleagues,

Education represents a basic tool for the socio-cultural and professional development of people, being present during various vital stages of the individual in formal and non-formal educational contexts. The educational systems of most countries have focused on a perspective centered on school achievement, in such a way that academic performance has represented the main indicator of success in all educational stages: elementary and secondary education, and university. Nevertheless, as of the first decade of the 21st century, the focus is being placed on the different elements that condition the student's learning process, such as the school climate, the teaching methodology or the available resources, since these are associated with a good academic performance. Moreover, current scientific literature has begun to emphasize various factors that condition the well-being of the student in the learning process, with many of the elements of positive psychology gaining great strength. Therefore, those students who present deep learning approaches, as well as a greater development of learning strategies, not only have better academic performance, but are more motivated, have more self-esteem and better manage emotions in academic contexts.

This Special Issue aims to explore the current state of this outlook, delving into the current relationships between elements of positive psychology and the learning processes in different educational stages. The objective is to shed light on these topics of great interest, giving visibility to all those studies that show how the work of positive psychology favors the learning process. Among the elements to be addressed within this field are self-concept and self-esteem, motivational development, emotional intelligence and the development of social skills. Furthermore, this Special Issue is open to review, descriptive, or experimental studies that contribute new knowledge to this area, as well as new methodological proposals related to new educational processes aiming for the improvement of well-being and learning processes in school and higher education. This Special Issue will focus on this issue and its solutions, what our current state of knowledge is, and possible future directions for promoting the responsible and sustainable educational practices associated with positive psychology in the educational field.

Dr. Amador Jesús Lara Sánchez
Prof. Dr. Manuel Castro Sanchez
Prof. Dr. Ramón Chacón Cuberos
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Sustainability is an international peer-reviewed open access semimonthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2400 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

• motivation
• self-esteem
• emotional intelligence
• learning strategies
• academic achievement
• learning approaches