The Accomplishment pillar of the PERMA framework “focuses on developing confidence and competence through striving for and achieving meaningful outcomes” (Norrish et al., 2013, p.153). Not only does accomplishment mean experiencing positive outcomes and successes, but encouraging students to manage setbacks and persevere through challenges. Accomplishing goals can help students experience a sense of achievement and competence (Kern, 2022). Character strengths that can be taught to improve the accomplishment domain include zest, persistence and perspective (Wagner et al., 2019). Among students, a sense of accomplishment is linked to improvements in life satisfaction, hope, a growth mindset, and vitality (Kern et al., 2015).
Kern, M. L. (2022). PERMAH: A useful model for focusing on wellbeing in schools. In K. A. Allen, M. Furlong, S. Suldo & D. Vella-Brodrick. (Eds.), The handbook of positive psychology in schools 3rd edition. Taylor and Francis. https://doi.org/10.4324/9781003013778
Kern,M.L., Waters, L.E., Adler,A. & White, M.A. (2015). A multidimensional approach to measuring well-being in students: Application of the PERMA framework. The Journal of Positive Psychology, 10(3), 262-271. https://doi.org/10.1080/17439760.2014.936962
Norrish, J. M., Williams, P.,O’Connor, M., & Robinson, J. (2013). An applied framework for positive education. International Journal of Wellbeing, 3(2), 147-161. https://www.internationaljournalofwellbeing.org/index.php/ijow/article/view/250
Wagner, L., Gander, F., Proyer, R., & Ruch, W. (2019). Character strengths and PERMA: Investigating the relationship of character strengths with a multidimensional framework of wellbeing. Applied Research in Quality of Life. Advance online publication. https://doi.org/10.1007/s11482-018-9695-z