|
academic engagement |
9 |
|
grit |
9 |
|
motivation |
9 |
|
well-being |
9 |
|
filipino students |
8 |
|
engagement |
7 |
|
gratitude |
6 |
|
life satisfaction |
6 |
|
psychological capital |
6 |
|
academic achievement |
5 |
|
academic motivation |
5 |
|
flourishing |
5 |
|
meaning in life |
5 |
|
positive emotions |
5 |
|
academic self-efficacy |
4 |
|
achievement |
4 |
|
career and talent development self-efficacy |
4 |
|
facebook intensity |
4 |
|
interdependent happiness |
4 |
|
person-centered approach |
4 |
|
philippines |
4 |
|
positive affect |
4 |
|
positive education |
4 |
|
positive psychology |
4 |
|
subjective well-being |
4 |
|
academic emotions |
3 |
|
autonomous motivation |
3 |
|
benetwise |
3 |
|
collectivist societies |
3 |
|
consumption |
3 |
|
filipino undergraduate students |
3 |
|
hong kong students |
3 |
|
media literacy |
3 |
|
negative affect |
3 |
|
peace of mind |
3 |
|
pre-service teachers |
3 |
|
prosumption |
3 |
|
qualitative research |
3 |
|
self-construal |
3 |
|
sense of relatedness |
3 |
|
academic buoyancy |
2 |
|
achievement motivation |
2 |
|
adolescents |
2 |
|
broaden-and-build theory |
2 |
|
character strengths |
2 |
|
core self-evaluations |
2 |
|
cross-cultural education |
2 |
|
culture |
2 |
|
depression |
2 |
|
everyday discrimination |
2 |
|
facebook |
2 |
|
filipino adolescents |
2 |
|
filipino university students |
2 |
|
happiness |
2 |
|
hong kong |
2 |
|
indigenous people |
2 |
|
materialism |
2 |
|
perseverance |
2 |
|
personal investment theory |
2 |
|
power |
2 |
|
pre-school |
2 |
|
prioritizing positivity |
2 |
|
prosper |
2 |
|
prosper model |
2 |
|
psycap |
2 |
|
randomised control trial |
2 |
|
school kindness |
2 |
|
self-determination theory |
2 |
|
self-reported sleep behaviour |
2 |
|
social |
2 |
|
social connectedness |
2 |
|
social contagion |
2 |
|
triarchic model of grit |
2 |
|
academic delay of gratification |
1 |
|
academic encouragement |
1 |
|
academic outcomes |
1 |
|
academic self-concept |
1 |
|
achievement goal orientation |
1 |
|
adolescent development |
1 |
|
anxiety |
1 |
|
authenticity |
1 |
|
autoconstrucción |
1 |
|
career adaptability |
1 |
|
career decision-making self-efficacy |
1 |
|
career development |
1 |
|
career development self-efficacy |
1 |
|
career exploration self-efficacy |
1 |
|
career goal setting |
1 |
|
career maturity |
1 |
|
caring for bliss scale |
1 |
|
chinese |
1 |
|
chinese children |
1 |
|
chinese secondary students |
1 |
|
chinese students |
1 |
|
chinese vocational college students |
1 |
|
collectivist context |
1 |
|
connectedness |
1 |
|
consistency |
1 |
|
counseling self-efficacy |
1 |
|
counseling supervision |
1 |
|
covid anxiety |
1 |
|
covid-19 |
1 |
|
covid-19 anxiety |
1 |
|
cross-cultural invariance |
1 |
|
dark triad |
1 |
|
depressive symptoms |
1 |
|
developmental asset framework |
1 |
|
ecological system |
1 |
|
ed diener |
1 |
|
emotion regulation |
1 |
|
emotional engagement |
1 |
|
environmental behaviours |
1 |
|
environmental passion |
1 |
|
estudiantes universitarios filipinos |
1 |
|
expressing gratitude in relationships |
1 |
|
fairness |
1 |
|
fifteen pyd constructs |
1 |
|
filipino |
1 |
|
filipino college students |
1 |
|
filipino counselors |
1 |
|
filipino guidance counselors |
1 |
|
five/six/seven cs model |
1 |
|
flow |
1 |
|
forgiveness |
1 |
|
gifted adolescents |
1 |
|
gratitude at work |
1 |
|
high school |
1 |
|
hong kong secondary school students |
1 |
|
implicit theories of talent |
1 |
|
inclusive attitude |
1 |
|
inclusive education |
1 |
|
interpersonal |
1 |
|
intervention |
1 |
|
kindness |
1 |
|
kindness curriculum |
1 |
|
knowledge about autism |
1 |
|
latent profile analysis |
1 |
|
leadership |
1 |
|
locus-of-hope |
1 |
|
machiavellianism |
1 |
|
mainland china |
1 |
|
mastery-approach goals |
1 |
|
math and science engagement |
1 |
|
maximization |
1 |
|
media literacy skills |
1 |
|
mental health |
1 |
|
mindfulness |
1 |
|
narcissism |
1 |
|
needs satisfaction |
1 |
|
negative emotions |
1 |
|
obituary |
1 |
|
obituary announcement |
1 |
|
online learning and teaching |
1 |
|
organizational kindness |
1 |
|
parent–child relationships |
1 |
|
passion |
1 |
|
perceived academic achievement |
1 |
|
perceived autonomy support |
1 |
|
performance outcomes |
1 |
|
positive youth development |
1 |
|
power distance |
1 |
|
preschool teachers |
1 |
|
preservice teachers |
1 |
|
psychological competencies |
1 |
|
psychological well-being |
1 |
|
psychopathy |
1 |
|
relatedness |
1 |
|
relational mobility |
1 |
|
relationship self-efficacy |
1 |
|
religiosity |
1 |
|
resilience |
1 |
|
school belongingness |
1 |
|
school resilience |
1 |
|
school satisfaction |
1 |
|
secondary school students |
1 |
|
self-assessment practice |
1 |
|
self-efficacy |
1 |
|
significado en la vida |
1 |
|
social engagement |
1 |
|
social-emotional learning |
1 |
|
special education |
1 |
|
spirituality |
1 |
|
stigma towards special needs |
1 |
|
student outcomes |
1 |
|
students |
1 |
|
subjective happiness |
1 |
|
subjective well being |
1 |
|
teacher professional development |
1 |
|
teachers’ self-efficacy |
1 |
|
teachers’ well-being |
1 |
|
teacher–child relationships |
1 |
|
teamwork |
1 |
|
test emotions |
1 |
|
training program |
1 |
|
undergraduate students |
1 |
|
united states |
1 |
|
university kindness |
1 |
|
valuing happiness |
1 |
|
work-flow |
1 |
