Does Positivity Dissemination among University Students Matter in the Twenty First Century? Dr. Mokhtaria Rahmani, University of Saida-Dr.Moulay Tahar, Algeria The Fifth Annual International Conference on Languages, Linguistics, Translation and Literature 2-3 February 2021, Ahwaz For more information, please visit the conference website: WWW.LLLD.IR

1. d
Does Positivity Dissemination among
University Students Matter in the
Twenty First Century?
Dr.Mokhtaria Rahmani
University of Saida, Algeria

2. d
Introduction
Positive education has long been stressed as a prime factor in
the educational accomplishment of young learners, and less
interest was granted for students in higher education, on the
ground that they are more responsible and conscious about
their engagement for their future career. Yet, in the mist of
fast communication technologies that have marked the
twenty-first century, and momentous socio-economic change
of the world university students exhibit slender commitment
in their studies, raising thereby the question of the
necessity/superfluity of teaching positivity at the university.

3. d
1.Definition of positivity
2.Vectors of positivity
3.Mapping university students’
aspirations and preferences in the 21st
century
4.Teachers’ questionnaire
5.Students’ questionnaire
.Findings
Talk map

4. O’Brien defines positive learning identity as “those positively framed
self-perceptions, personal values, psychological dispositions, and
affective orientations, as well as the personal knowledge and
academic capabilities, that the learner brings to bear in order to
participate in, and make meaning from, a specific learning setting”
(2017, 256).
Definition of
positivity

5. Cognition
Positive education
Skills Self-concept Self-efficacy

6. Hativa et al. (2001) specifies the vectors pf positivity by university teachers
as follows:
‘… exemplary university teachers are well prepared and organized,
present the material clearly, stimulate students’ interest, engagement, and
motivation in studying the material through their
enthusiasm/expressiveness, have positive rapport with students, show high
expectations of them, encourage them, and generally maintain a positive
classroom environment. (pp. 701–702)
Vectors of positivity

7. Motivation
Engagement
Positive
relationships
Accomplishments
Meaning

8. 3.Mapping university students’ aspirations and preferences in the 21st
century
 exhibit different modes of leaning from those prone in the past
they are much more attached to enjoyable learning void of challenges
this is due to the impress of fast communication technologies and
change of societal values that lay emphasis on easy and rapid escalation in
the socio-economic ladder, time enjoyment, and unstrained life
they load therefore the traditional dry lectures/classes
 show a passion for learning through sound, image, and movement that
bridge monotonous learning

9. 2.Participants: teachers
and students
Research methodology
3.Sample population:
-Master 1 Didactics students (39)
-all teachers at the department (36)
1.English department at the
University of Saida

10. Mode of dispatching:
-Emailed questionnaires
-Reasons behind:
Covid restrictive conditions
-guarantee of return
Tools of research
Semi-structured
questionnaires
destined for both
of the teachers
and the students

11. 1.Does positive teaching matter for university students in contemporary
times?
2.How does it impact their cognitive and personal development?
3.Do teachers need a specific preparation for that?
4.What kind of practices/strategies enhance the dissemination of positivity
amongst students?
5.Does this role encumb only on the teachers?
Teachers’ questionnaire

12. 1.How do you consider learning at the university?
enjoyable; boring; a promising opportunity for meeting friends; a dull context for
personnel development
2.As university students do you believe you need positive pedagogies? If yes justify why
3.Which kind of lessons bring enjoyment and positive learning?
classes with blended learning; traditional classes
4.Is the teacher/student relationship significant for sound retention and personality
development?
Yes…..; No….
5.How do you define a positive teacher/student relationship?
A flexible relationship ; a rigid –discipline based contact ; a context-adjustable
relationship
6.Which tools/strategies do you consider advantageous for positive learning?
Students’ questionnaire

13. -Positivity is a matter of prime importance in contemporary times
-Teachers impact cognitive engagement by offering convenient learning atmosphers
-they foster the promotion of their self-confidence, their critical thinking skills, and
impress their social and emotional commitment
-Sound engagement in tutorship
-Implementation of technologically appealing tools in teaching
-Collaboration between teachers and the administrative/pedagogical staff for an
alignment on the same spirit of concept implementation as the ethical code of
conduct in the campus (academic integrity, attendance, discipline embracement in
the campus)
Findings

14. -Lectures should be student-engaged, and teachers ought to be highly versed in their
topic, basically through the use of the comparative approach whenever possible
-Peppering one’s teaching with short free talks on the social and cultural aspects of
students’ lives (within a teaching context of course) as experience displays a very
limited aptitude for concentration)
-Beautification of the campus environment through the catering for cleanliness in
classes, sound space management with the planting of trees and flowers
-teaching should aspire to enhance students’ future needs, and ought to be based on
real-life contexts with more emphasis on theory
Findings

15. -A slender number of university students enjoy learning at the university
-the majority exhibit a need for positive teaching
-They emphasize the importance of positive leaning for the promotion of their self-concept and
self efficacy
-Positivity means a positive class management that institutes a good teacher/student entente, an
engagement of all the students, group work, a diversification of teaching strategies
-Implementation of blended learning (through the use of technological tools in teaching)
-Breaking monotonous learning through the convening of study days and conferences where
students take an active part as members of the organizing committee or even specific participants
Findings

16. This paper has argued that teaching positivity for university students in the midst
of the twenty first century has become an exigency given a changing world of
values impacted by technological advancement. Teachers are, hence, required to
integrate positive pedagogies that boost the development of their students’
cognition, their skills, and their personality. Teaching practices as well as the
curriculum should strive to impress learners’ multi-faceted prosperity. Such a
role needs evidently a good preparation on the part of teachers, and a sound
commitment of the administrative/pedagogical staff.
Conclusion