Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/19119
Title: Introducing the Concept of Optimal Best: Theoretical and Methodological Contributions
Contributor(s): Phan, Huy  (author)orcid ; Ngu, Bing  (author); Williams, Aidan (author)
Publication Date: 2016
Handle Link: https://hdl.handle.net/1959.11/19119
Abstract: The school system is relatively complex, and encompasses a myriad of learning activities, social events, well-being experiences, and intricate teacher-student and student-peer relationships. One major purpose of school, of course, entails the fostering of enjoyable learning and enriched well-being experiences. Indeed, it is important for educators and researchers, alike, to consider in-class pedagogical strategies and school-based programs that could serve to enhance quality learning and positive school-based well-beings. Recently, expanding on the extensive works of student well-being, we introduced the concept of optimization. Optimization reflects a positive, non-deficit approach to the study of learning and human behavior. How do we assist individuals, in general, to strive for educational and non-educational successes? In this article, as a major theoretical contribution, we expand on our recent work of optimization by focusing on an in-depth examination of optimal best. This inquiry of optimal best is related closely to an individual's realistic best in a particular domain of functioning. Optimal best, in this case, is an index of performance of an individual to his/her fullest capacity. The striving of optimal best, in this analysis, is indicative of aspirations, motivation, and personal growth. In our theoretical discussion of optimal best, we also place emphasis on the exploratory nature of optimization and how this process explains the achievement of optimal best.
Publication Type: Journal Article
Source of Publication: Education, 136(3), p. 312-322
Publisher: Project Innovation Inc
Place of Publication: Birmingham, United States of America
ISSN: 0013-1172
Field of Research (FOR): 130199 Education systems not elsewhere classified
170199 Psychology not elsewhere classified
170103 Educational Psychology
Peer Reviewed: Yes
HERDC Category Description: C1 Refereed Article in a Scholarly Journal
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