Artículos científicos

Linley, P.A.; Joseph, S.; Harrington, S.; Wood, A.M. Positive psychology: Past, present, and (possible) future. J. Posit. Psychol. 2006, 1, 3–16.

Seligman, M. La Auténtica Felicidad; Vergara: Barcelona, Spain, 2002. 

Park, N.; Peterson, C. Character Strengths: Research and Practice. J. Coll. Character 2009, 10, 1–10. 

Peterson, C.; Seligman, M.E.P. Character Strengths and Virtues: A Classification and Handbook; American Psychological Association: Washington, DC, USA; Oxford University Press: New York, NY, USA, 2004. 

Dahlsgaard, K.; Peterson, C.; Seligman, M.E.P. Shared Virtue: The Convergence of Valued Human Strengths across Culture and History. Rev. Gen. Psychol. 2005, 9, 203–213. 

Seligman, M.E.P.; Steen, T.A.; Park, N.; Peterson, C. Positive Psychology Progress: Empirical Validation of Interventions. Am. Psychol. 2005, 60, 410–421. 

Seligman, M. Flourish: A Visionary New Understanding of Happiness and Well-Being; Free Press: New York, NY, USA, 2011. 

Caruana Vañó, A. Psicología positiva y educación. Esbozo de una educación desde y para la felicidad. In Aplicaciones Educativas de La Psicología Positiva; Caruana Vañó, A., Ed.; Generalitat Valenciana Conselleria d’Educació: Valencia, Spain, 2010. 

Fordyce, M.W. Éducation Au Bonheur. Rev. Québécoise Psychol. 1997, 18, 239–252. 

Bisquerra Alzina, R. Educación Emocional y Bienestar; Praxis: Barcelona, Spain, 2001. 

McGrath, H.; Noble, T. Bounce Back! (Years K-2, 3 & 4, 5–8); Pearson Longman: Sidney, Australia, 2011. 

Fox Eades, J.M. Celebrating Strengths: Building Strengths-Based Schools; CAPP Press: Coventry, UK, 2008. 

Proctor, C.; Tsukayama, E.; Wood, A.M.; Maltby, J.; Eades, J.F.; Linley, P.A. Strengths Gym: The impact of a character strengths-based intervention on the life satisfaction and well-being of adolescents. J. Posit. Psychol. 2011, 6, 377–388.

Fox, J. Your Child’s Strengths: Discover Them, Develop Them, Use Them; Viking: New York, NY, USA, 2008. 

Yeager, J.M.; Fisher, S.; Shearon, D.N. SMART Strengths—Building Character, Resilience and Relationships in Youth; Kravis Publishing: New York, NY, USA, 2011. 

López, F.; Carpintero, E.; del Campo, A.; Soriano, S.; Lázaro, S. Programa de Promoción Del Desarrollo Personal y Social: La Prevención Del Malestar y La Violencia. In Psicología Positiva Aplicada, 1st ed.; Vázquez, C., Hervás, G., Eds.; Desclée de Brouwer: Bilbao, Spain, 2008; pp. 263–282. 

Vázquez, C.; Hervás, G. Psicología Positiva Aplicada, 2nd ed.; Vázquez, C., Hervás, G., Eds.; Desclée de Brouwer: Bilbao, Spain, 2009.

Marujo, H.A.; Neto, L.M. Programa VIP: Hacia Una Psicología Positiva Aplicada. In Psicología Positiva Aplicada, 1st ed.; Vázquez, C., Hervás, G., Eds.; Desclée de Brouwer: Bilbao, Spain, 2008.

Gilman, R.; Huebner, S.; Furlong, M.J. Handbook of Positive Psychology in Schools; Gilman, R., Huebner, S., Furlong, M.J., Eds.; Routledge: New York, NY, USA, 2009.

Gomez-Baya, D.; Gillham, J.E. Positive Education: Promoting Well-Being at School. In The Routledge Handbook of Positive Communication; Muñiz-Velázquez, J.A., Pulido, C.M., Eds.; Routledge: New York, NY, USA, 2018; pp. 327–337. 

Duckworth, A.L.; Peterson, C.; Matthews, M.D.; Kelly, D.R. Grit: Perseverance and passion for long-term goals. J. Pers. Soc. Psychol. 2007, 92, 1087–1101.

Eskreis-Winkler, L.; Duckworth, A.; Shulman, E.; Beal, S. The grit effect: Predicting retention in the military, the workplace, school and marriage. Front. Psychol. 2014, 5, 36. 

Fredrickson, B.L.; Branigan, C. Positive emotions broaden the scope of attention and thought-action repertoires. Cogn. Emot. 2005, 19, 313–332. 

Froh, J.J.; Kashdan, T.B.; Ozimkowski, K.M.; Miller, N. Who benefits the most from a gratitude intervention in children and adolescents? Examining positive affect as a moderator. J. Posit. Psychol. 2009, 4, 408–422.

Ryan, R.M.; Deci, E.L. On Happiness and Human Potentials: A Review of Research on Hedonic and Eudaimonic Well-Being. Annu. Rev. Psychol. 2001, 52, 141–166.

Taylor, R.D.; Dymnicki, A.B. Empirical Evidence of Social and Emotional Learning's Influence on School Success: A Commentary on “Building Academic Success on Social and Emotional Learning: What Does the Research Say?,” a book edited by Joseph E. Zins, Roger P. Weissberg, Margaret C. Wang, and Herbert J. Walberg. J. Educ. Psychol. Consult. 2007, 17, 225–231. 

Reivich, K.; Gillham, J.E.; Chaplin, T.M.; Seligman, M.E.P. From Helplessness to Optimism: The Role of Resilience in Treating and Preventing Depression in Youth. In Handbook of Resilience in Children; Springer: Boston, MA, USA, 2013.

Scheffler, I. In Praise of the Cognitive Emotions. In Inquiries: Philosophical Studies of Language, Science, and Learning; Scheffler, I., Ed.; Hackett: Indianapolis, IN, USA, 1986. 

Efland, A.D. Art and Cognition: Integrating the Visual Arts in the Curriculum; Teachers College Press: Williston, VT, USA, 2002. 

Hallam, S. The power of music: Its impact on the intellectual, social and personal development of children and young people. Int. J. Music Educ. 2010, 28, 269–289. 

Hallam, S.; Cuadrado, F. Music Education and Happiness. In The Routledge Handbook of Positive Communication; Muñiz-Velázquez, J.A., Pulido, C.M., Eds.; Routledge: New York, NY, USA, 2018; pp. 346–355.

Hampshire, K.R.; Matthijsse, M. Can arts projects improve young people’s wellbeing? A social capital approach. Soc. Sci. Med. 2010, 71, 708–716. 

Cabanac, A.; Perlovsky, L.; Bonniot-Cabanac, M.-C.; Cabanac, M. Music and academic performance. Behav. Brain Res. 2013, 256, 257–260. 

Wald, G. Promoción de la salud integral a través del arte con jóvenes en situación de vulnerabilidad social. Rev. Humanid. Méd. Estud. Soc. Cienc. Y Tecnol. 2011, 3, 1–31. 

Creech, A.; González-Moreno, P.; Lorenzino, L.; Waitman, G. El Sistema and Sistema-Inspired Programmes: A Literature Review of Research, Evaluation, and Critical Debates; Sistema Global: San Diego, CA, USA, 2013. 

Slevin, M.; Slevin, P. Psychoanalysis and El Sistema: Human Development through Music. Int. J. Appl. Psychoanal. Stud. 2013, 10, 132–140.

Renom Plana, A. Educación Emocional. Programa Para Educación Primaria (6–12 Años). Colección Educación Emocional y En Valores; Renom Plana, A., Ed.; Wolters Kluwer: Madrid, Spain, 2007. 

European Comission. Competencias Clave Para El Aprendizaje Permanente. Un Marco de Referencia Europeo; European Comission: Luxembourg, 2007. 

Delors, J.; Mufti, I. La Educación Encierra Un Tesoro: Informe Para La UNESCO de La Comisión Internacional Sobre La Educación Para El Siglo XXI; Ediciones UNESCO: Paris, France, 1996; Santillana. 

Miller, A.L.; Dumford, A.D.; Johnson, W.R. International Journal of Education & the Arts Music Alumni Play a Different Tune: Reflections on Acquired Skills and Career Outcomes. Int. J. Educ. Arts 2017, 18, 1–22. Available online: http://www.ijea.org/v18n29/ (accessed on 11 January 2022).

García Ugarte, J.; Rincón de Castro, C. Cinco Llaves Para Educar El Siglo XXI; Desclée de Brouwer: Bilbao, Spain, 2015.

Müller-Frommeyer, L.; Aymans, S.C.; Bargmann, C.; Kauffeld, S.; Herrmann, C. Introducing Competency Models as a Tool for Holistic Competency Development in Learning Factories: Challenges, Example and Future Application. Procedia Manuf. 2017, 9, 307–314. 

Blewitt, C.; Fuller-Tyszkiewicz, M.; Nolan, A.; Bergmeier, H.; Vicary, D.; Huang, T.; McCabe, P.; McKay, T.; Skouteris, H. Social and Emotional Learning Associated With Universal Curriculum-Based Interventions in Early Childhood Education and Care Centers. JAMA Netw. Open 2018, 1, e185727. 

Durlak, J.A.; Weissberg, R.P.; Dymnicki, A.B.; Taylor, R.D.; Schellinger, K.B. The Impact of Enhancing Students’ Social and Emotional Learning: A Meta-Analysis of School-Based Universal Interventions. Child Dev. 2011, 82, 405–432. 

Moher, D.; Liberati, A.; Tetzlaff, J.; Altman, D.G.; PRISMA Group. Preferred reporting items for systematic reviews and meta-analyses: The PRISMA statement. PLoS Med. 2009, 6, e1000097.

Macaro, E.; Curle, S.; Pun, J.; An, J.; Dearden, J. A systematic review of English medium instruction in higher education. Lang. Teach. 2018, 51, 36–76. 

Gow, M.; Mostert, Y.; Dreyer, L. The promise of equal education not kept: Specific learning disabilities—The invisible disability. Afr. J. Disabil. 2020, 9, 647. 

Rathbone, J.; Albarqouni, L.; Bakhit, M.; Beller, E.; Byambasuren, O.; Hoffmann, T.; Scott, A.M.; Glasziou, P. Expediting citation screening using PICo-based title-only screening for identifying studies in scoping searches and rapid reviews. Syst. Rev. 2017, 6, 1–7. 

Murphy, P.; Alexander, P.A. A Motivated Exploration of Motivation Terminology. Contemp. Educ. Psychol. 2000, 25, 3–53. 

Murphy, P.K.; Woods, B.S. Situating knowledge in learning and instruction: Unanswered questions and future directions. Educ. Psychol. 1996, 31, 141–145. 

Dinsmore, D.L.; Alexander, P.A.; Loughlin, S.M. Focusing the Conceptual Lens on Metacognition, Self-regulation, and Self-regulated Learning. Educ. Psychol. Rev. 2008, 20, 391–409. 

Alexander, P.A.; Schallert, D.L.; Hare, V.C. Coming to Terms: How Researchers in Learning and Literacy Talk about Knowledge. Rev. Educ. Res. 1991, 61, 315. 

Arjona, M.D.S.; del Aguila, L.M.G.; Gutierrez-Perez, R. The key Competence Cultural Awareness and Creativity as a tool to vindicate the Spanish-Arabian literary heritage in an intercultural educational context. Tercio Creciente 2018, 13, 57–78. 

Johnston, E.A.; Lane, J.F. Artist Stories of Studio Art Thinking over Lifetimes of Living and Working. Int. J. Educ. Arts 2019, 20, 1–27.

Degesys, L. Art and creativity as a chance in the perspective of developing the principles of education. In Proceedings of the 3rd International Conference on Lifelong Education and Leadership for All, Porto, Portugal, 12–14 September 2017; da Silva Pereira, P.A., Titrek, O., Sezen-Gultekin, G., Eds.; pp. 1038–1043. 

Rizzi, V.; Pigeon, C.; Rony, F.; Fort-Talabard, A. Designing a creative storytelling workshop to build self-confidence and trust among adolescents. Think. Ski. Creat. 2020, 38, 100704. 

Goldstein, A.H. The greatest benefit of art workshop: Well-being literature review. In Proceedings of the Education, Reflection, Development, Sixth Edition, Cluj-Napoca, Romania, 6–7 July 2018. 

Labor, J. Role of Art Education in Peace Building Efforts among Out-of-School Youth affected by Armed Conflict in Zamboanga City, Philippines. J. Int. Dev. 2018, 30, 1186–1202. 

Petrie, J.L. Advancing student success: Assessing the educational outcomes of music and dance education in Ghanaian senior high schools. Comp. J. Comp. Int. Educ. 2018, 50, 332–351. 

Rojas Durán, P. Una educación artística para desarrollar el bienestar subjetivo. La experiencia chilena. Rev. Int. Educ. Justicia Soc. 2017, 6, 199–216. 

Farrington, C.A.; Maurer, J.; Aska McBride, M.R.; Nagaoka, J.; Puller, J.S.; Shewfelt, S.; Weiss, E.M.; Wright, L. Arts Education and Social-Emotional Learning Outcomes among K-12 Students: Developing a Theory of Action; UChicago: Chicago, IL, USA, 2019. 

Archbell, K.A.; Coplan, R.J.; Nocita, G.; Rose-Krasnor, L. Participation in Structured Performing Arts Activities in Early to Middle Childhood: Psychological Engagement, Stress, and Links with Socioemotional Functioning. Merrill-Palmer Q. 2019, 65. 

Abenoja, Z.M.K.M.; DeCoursey, M. Using drama activities to teach beginner’s French to Chinese students at a tertiary institution in Hong Kong: An exploratory case study. Stud. Second. Lang. Learn. Teach. 2019, 9, 711–736.

Montgomery, D. The Arts and Creative Youth Development. In Youth Development Principles and Practices in Out-of-School Time Settings; Witt, P.A., Caldwell, L.L., Eds.; Sagamore-Venture: Baltimore, MD, USA, 2018; pp. 269–296. 

Piispanen, M.; Meriläinen, M. The Art-Based Methods in Developing Transversal Competence. Int. Electron. J. Elem. Educ. 2019, 12, 87–92. 

Deveci, T. Writing for and Because of Lifelong Learning. Eur. J. Educ. Res. 2019, 8, 1–7.