Study engagement has been considered a key predictor of school performance among students. Although the potential contribution of positive psychology to education has been recognised, the research findings and implications related to primary school students remain largely unexplored. Given that authentic happiness theory and the broaden-and-build theory have posited the important roles of positive emotions, meaning, engagement and strengths use in education, a more comprehensive study is needed to understand their interactions across time. The current longitudinal study examined the interrelationships between these positive attributes among Chinese students in Hong Kong, China. A total of 786 primary school students from Grades 4 to 6 completed the questionnaire survey at two time points one year apart. An autoregressive cross-lagged panel (ARCL) with structural equation modelling was applied for the data analysis. The results revealed that positive emotions predicted positive meaning, strengths use and study engagement across time. Positive emotions and meaning were reciprocally correlated with each other. Moreover, the use of strengths mediated the association between positive emotions and study engagement. The implications and future directions are also discussed.

Background: Relationship dissolution is a distressing experience which can result in the emergence of posttraumatic stress (i.e. post-dissolution PTSS) and other psychological symptoms among college students. Little is known, however, whether posttraumatic stress cognitions and interpersonal dependency may influence the severity of these distress outcomes. Aims: This study examined the interrelationship between posttraumatic stress symptoms (PTSS), posttraumatic stress cognitions, interpersonal dependency and psychological co-morbidities following relationship dissolution. Methods: One hundred and eighty college students (M = 69, F = 111) who had experienced relationship dissolution completed the Posttraumatic Stress Diagnostic Scale, Posttraumatic Stress Cognition Inventory, Interpersonal Dependency Inventory and General Health Questionnaire-28. Results: Posttraumatic stress symptoms following relationship dissolution (post-dissolution PTSS) were associated with increased psychological co-morbidities. Negative view of oneself and self-blame mediated between PTSS and psychological co-morbidities. Assertion of autonomy moderated the mediational effects of negative cognitions on psychological co-morbidities. Conclusions: People can develop PTSSs and other psychological symptoms following the dissolution of a romantic relationship. Their concept of self and tendency to seek independence and control played a key role in determining the severity of distress symptoms.