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2 POSITIVE EDUCATION Positive education has a positive effect on many determinants and factors of the educational process. 2.2 POSITIVE EDUCATION AND SCHOOL SUCCESS Positive education increases students’ school success and increases the quality of life of students in the school environment and beyond. Based on findings from research in Slovakia in 2005/2006, 2009/2010 and 2013/2014, the authors Ceregnik and Ceregnikova (2018, 197-199) state that fifteen-year-old students stop liking school. Despite the positive subjective feeling with good results, they do not perceive their study performance positively. They suffer from congestion, but feel much more social support and empathy with their classmates. The authors found above-average, even dangerous use of technological equipment by students who do not like school. They recommend strengthening the social dimension of education at school. Zimbardo and Coulombova also share this opinion, pointing out the interdependence between unfulfilled real relationships, which include the relationship to school, and the refuge in technological substitutes of relationships (Zimbardo, Coulombova, 2017). The findings show that students lose their social skills and their socioemotional health is also affected by depression, chaos and boredom. To confirm the findings, Seligman gives a comparison with the situation 50 years earlier. That time, depression began to manifest around the age of 30, and according to extensive research, it now affects those around the age of fifteen (Seligman, 2014). In the school year 2015/2016, Radnoti conducted research in Slovakia to find out the current state of the social and emotional health of students in secondary schools in connection with depression. In it, the counsellors stated that the more depressed the students are, the lower their mental health, selfconfidence, trust in the family, school, peers, commitment, optimism, and gratitude are. Surprisingly, the author states that depression does not affect empathy and self-control in high-school students (Radnôti, 2018). And these types of findings lead psychologists to recommend the use of the principles of positive psychology as a science in students’ lives. After all, it meets all the requirements to become known to people worldwide, and it has become a paradigm of current education. According to Vavrikova (2017), a paradigm is a certain pattern or model of thinking. Positive education represents an attitude towards education that combines school learning, i.e. acquired intellectual knowledge and skills, with 29 «
