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      Reducing anxiety in the foreign language classroom: A positive psychology approach

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      Elsevier BV

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          Positive psychology progress: empirical validation of interventions.

          Positive psychology has flourished in the last 5 years. The authors review recent developments in the field, including books, meetings, courses, and conferences. They also discuss the newly created classification of character strengths and virtues, a positive complement to the various editions of the Diagnostic and Statistical Manual of Mental Disorders (e. g., American Psychiatric Association, 1994), and present some cross-cultural findings that suggest a surprising ubiquity of strengths and virtues. Finally, the authors focus on psychological interventions that increase individual happiness. In a 6-group, random-assignment, placebo-controlled Internet study, the authors tested 5 purported happiness interventions and 1 plausible control exercise. They found that 3 of the interventions lastingly increased happiness and decreased depressive symptoms. Positive interventions can supplement traditional interventions that relieve suffering and may someday be the practical legacy of positive psychology.
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            Foreign Language Classroom Anxiety

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              How Big Is “Big”? Interpreting Effect Sizes in L2 Research

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                Author and article information

                Contributors
                (View ORCID Profile)
                (View ORCID Profile)
                Journal
                System
                System
                Elsevier BV
                0346251X
                October 2021
                October 2021
                : 101
                : 102604
                Article
                10.1016/j.system.2021.102604
                3d8c76c1-e70f-4c50-8d05-ceaa53dd9471
                © 2021

                https://www.elsevier.com/tdm/userlicense/1.0/

                https://doi.org/10.15223/policy-017

                https://doi.org/10.15223/policy-037

                https://doi.org/10.15223/policy-012

                https://doi.org/10.15223/policy-029

                https://doi.org/10.15223/policy-004

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