710780

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MTRXXX10.1177/2379298117710780Management Teaching ReviewBerg and Pietrasz

Experiential Exercises

Management Teaching Review

2017, Vol. 2(4) 299­–311
Turning Classroom Failure © The Author(s) 2017
Reprints and permissions:
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DOI: 10.1177/2379298117710780
https://doi.org/10.1177/2379298117710780
Value of Integrating Resiliency journals.sagepub.com/home/mtr

Building Activities in the

Academic Classroom

Patricia Berg1 and Carol Pietrasz1

Abstract
Millennials are a unique generational cohort populating the classroom, leaving university
professors with the challenge of appropriately preparing them for the chaotic workforce.
One challenge is their lower levels of resiliency. When faced with setbacks, Millennials
tend to give up instead of bouncing back. This lack of resiliency is negatively affecting
their academic success as well as causing a decrease in job performance, lack of career
success, and lack of organizational retention. This article will help readers (a) develop a
deeper understanding of Millennials’ unique traits and behaviors, (b) develop a deeper
awareness of resiliency, and (c) use two experiential classroom exercises that can help
university professors increase resiliency awareness in the classroom.

Keywords
grit, Millennial, non-Millennial, positivity, psychological capital, resiliency, retention,
student success

In the short run, effort has no advantage. In the very long run, however, bet on the tortoise
not the hare. Unless, of course, you can bet on a hare that works as hard as a tortoise.
—Duckworth, Eichstaedt, and Ungar (2015, p. 365)

Resilience has always been an important factor in life and career success. However,
the interest in resilience and in developing greater resiliency is becoming more preva-
lent in academic research and in business training and development in industry. This

1Walsh University, North Canton, OH, USA

Corresponding Author:
Patricia Berg, Walsh University, 2020 East Maple Street, North Canton, OH 44720-3396, USA.
Email: pberg@walsh.edu
300 Management Teaching Review 2(4)

article will address the concept of resilience, its utility and importance, and will offer
two exercises that may help university professors develop resilience in the classroom
with Millennials.

Millennials
The definition of Millennials varies slightly researcher to researcher. For the purposes
of this article, Millennials are defined as anyone born between 1980 and 2000 (Gesell,
2010; Mlodzik & DeMeuse, 2010; see Figure 1, Appendix A). Millennials are the larg-
est generational cohort and are poised to become the largest cohort in the U.S. work-
force. By 2020, 40% of the U.S. workforce and 75% of the global workforce will be
Millennials (Meister, 2012; Mlodzik & De Meuse, 2010). According to Gesell (2010),
“Current leaders would be wise to assess their leadership style, knowledge of the dif-
ferent generations, and personal attitudes toward the different members of their work
force” (p. 21). We would argue that university professors must be on the cutting edge
of preparing Millennials for the challenges that lie ahead in the C-suite of tomorrow.
Many Millennials have grown up with helicopter parents and constant rewards. It
is no surprise that Millennials tend to crave feedback and praise, usually enjoy struc-
ture, dislike ambiguity, and tend to prefer clear rules and well-defined policies
(Hartman & McCambridge, 2011). Many Millennials have also been shown to be job-
hoppers, leaving a position for a new one when adversity arises, changing careers
more frequently than non-Millennials (Dries, Pepermans, & De Kerpel, 2008).
According to Taylor and Keeter (2010), 66% of Millennials expect to change careers
in their lifetime, which is 11% higher than Gen Xers and 35% higher than Baby
Boomers. These generational differences become important because they are cultural
differences, baked into who we are, what we value, and how we work. Some of the
challenges Millennials have experienced in the workforce may be related to their lev-
els of resiliency. Understanding positivity and resiliency is a starting point for discus-
sion on increasing resiliency.

Positivity and Resiliency

In 2000, positive psychology was the focus of (and some argue introduced in) an issue
of the American Psychologist, which was edited by Seligman and Csikszentmihalyi.
This was followed by research in which Luthans (2002) coded the term positive orga-
nizational behavior to bring the discussion of positive psychology to the workplace
which led to psychological capital. Subsequently, the positive aspects of optimism,
well-being, and individual development were introduced (Avey, Luthans, Smith, &
Palmer, 2010).
Resiliency is defined as one’s ability to bounce back after facing failure (Avey,
Hughes, Norman, & Luthans, 2008; Avey, Luthans, & Youssef, 2008; Avolio, 2007). It
is also valuable to note that resiliency can be important when dealing with a variety of
setbacks such as health problems, serious accidents, relationship breakup, or death of
Berg and Pietrasz 301

a loved one. In addition, resiliency may be valuable in facing the challenge of dealing
with some favorable turn of events or successes such as getting a promotion, getting a
raise, getting married, or graduating from college.
The challenge for university professors is that resiliency is not related directly to
academic content and may not be actively addressed in the classroom. Resiliency may
be considered what Farrington et al. (2012) termed a noncognitive skill. Almeida
(2016) renamed noncognitive skills as meta-cognitive skills in order to emphasize that
hard skills (cognitive) are as impactful as soft skills (meta-cognitive). As a meta-cog-
nitive skill, resiliency may be an overlooked part of academic growth and curriculum
for our students.

Grit
According to Duckworth, Peterson, Matthews, and Kelly (2007), grit is defined as
“perseverance and passion for long-term goals” (p. 1087). In the classroom, grit
involves our students working to overcome setbacks through continued effort despite
failure, adversity, plateaus, or success. Students who become grittier see life’s setbacks
as a marathon, not a sprint (Duckworth et al., 2007). Grit has been shown to be posi-
tively related to conscientiousness and GPA, but inversely related to SAT scores
(Duckworth et al., 2007). The prevailing thought is that smarter students are slightly
less gritty than their peers, and less intelligent students must work harder (be grittier)
to achieve their long-term goals.

Resiliency Leading to Grit

Resiliency is bouncing back in the short run when faced with a setback, failure, pla-
teau, or even a success. Grit is focused on overcoming challenges and plateaus time
after time in the long run. Though talent, effort, and skill are all important, Duckworth
(2016) stated that effort counts twice because talent × effort = skill, and skill × effort
= achievement. That is, serious effort is critical in developing a skill, and then vigorous
effort when applied to that skill can lead to achievement. When stamina is involved
over a lifetime, grit becomes critical. According to Almeida (2016), grit is the conver-
gence of three components including “(a) having interest or passion in a given area; (b)
preferring long-term, rather than short-term, goals; (c) overcoming obstacles or set-
backs [resiliency]” (p. 561). Though more research is needed in this area, if university
professors are able to successfully integrate resiliency building experiential exercises
in the classroom, students may be able to improve their resiliency, which may also
positively affect their long-term grit.

Increasing Resiliency Awareness in the Classroom

Academic resilience is important because it increases the likelihood of academic suc-
cess in the midst of regular adversities (Cassidy, 2015). One key to building resiliency
302 Management Teaching Review 2(4)

is facing adversity or failure with positive adaptation (Riley & Masten, 2005). In order
to study the value of building resiliency in the academic setting, Riley and Masten
(2005) used a case vignette and a response to an adversity scale. Their results showed
significant positive correlation between academic resilience and academic self-effi-
cacy. This positive adaptation that Riley and Masten (2005) identified can be modeled
in the classroom for our students through completing the two classroom exercises
presented in this article involving potential failure in a safe learning environment with
an opportunity to bounce back.
For many years, we have seen Millennial students in our classrooms struggle with
failure and adversity, give up, and walk away. For example, when faced with a failing
grade on a team project, some students opted to just take the bad grade rather than
choose the project re-do and possible score improvement. “It’s too much work,” “I just
don’t see how I can improve the project,” “I just don’t have the time,” were some of
the statements we heard. Why would these bright young students not want to face the
challenge and improve their outcomes? Why give up? We are convinced that many of
you have experienced similar situations in your classrooms, and we have heard many
stories from our colleagues as well.
More than one third of students who enter higher education do not finish the degree
they started, which is an insufficient degree completion rate to meet the global work-
force needs effectively (Almeida, 2016). In addition, 60% of all jobs in the United
States require some postsecondary education, which is an increase from 30% just 40
years ago (Hyslop & Tucker, 2012). Therefore, overcoming challenges in the class-
room and completing a college degree may be a critical factor to being prepared for
success in the 21st-century job market.
University professors have an opportunity to create a learning environment where
students can take responsibility for their own success (Almeida, 2016; Lemke, 2001).
There is hope. Research has shown that resiliency can be developed (Masten & Reed,
2002). When trying to increase resiliency, reinforcement is necessary like “booster
shots,” building long-term changes in reactions to facing challenges. The following
two experiential classroom exercises have been designed to be a part of the student’s
ongoing growth in resiliency.

The Distribution Challenge

The Distribution Challenge involves your students participating in an obstacle course
competition created to mimic a channel of distribution getting a “product” from plant
to customer and earn as much revenue as possible while minimizing costs. In Appendix
B, we present the specific activity, learning objectives, steps of the challenge, and
materials needed. It is important to note that the specifics of the Distribution Challenge
are not as important as creating a challenging activity for students to attempt, so feel
free to tweak the materials and set up as needed to best fit your course, topic, and
materials. In general, students are placed into teams and each team has the challenge
of getting a plastic Easter egg from the starting point, through the obstacle course, to
Berg and Pietrasz 303

the finish line. Students may earn additional revenue through co-shipping additional
items, but are not permitted to touch or drop items without a financial cost. There are
several modes of transportation available they must choose from (such as an oven
mitt). The point of the activity is to have your students complete the challenge with
little to no preparation (usually 10 minutes) and then allow them a second chance at
the activity with greater preparation time during a subsequent class session. The
Distribution Challenge represents a safe environment for facing challenges, setbacks,
or even failure then bouncing back resiliently. (See Appendix B for the Distribution
Challenge details.)

The F.L.E.X. Plan

Increasing resiliency awareness begins with defining what it is, teaching your stu-
dents to use resiliency terms in their daily language, and then giving them a method
for dealing with failure. This activity works best if integrated after the Distribution
Challenge is run so the discussion for the F.L.E.X. Plan can include analysis of the
challenge activities. Begin by discussing some resiliency terms (effort, self-control,
social intelligence, courage, self-determination, perseverance, resolve, tenacity,
moxie, vision, zeal, spunk, optimism). Write some examples of resiliency terms on
the board. Then break the class into groups and ask them to come up with as many
additional resiliency terms as they can in 5 minutes. Then share-out as a class and
discuss what the terms mean and how they can be integrated into each person’s
vocabulary as they face challenges, failures, plateaus, and successes throughout
their lives.
The F.L.E.X. Plan is a straightforward, four-step method you can use to teach your
students to bounce back when faced with a challenge, plateau, or failure. The steps of
the F.L.E.X. Plan are the following: (a) Failure happens—Realize that failure happens
to everyone; (b) Lean in—Allow yourself to lean in to the emotion; (c) Elect a positive
response; and (d) X-Ray—Be transparent/share your story of resiliency with others.
This exercise involves role-playing responses to fictional trial and triumph cards, then
sharing personal stories of facing challenges, and applying the F.L.E.X. Plan. (See
Appendix B for the F.L.E.X. Plan details.)

Conclusion
Though these two experiential classroom exercises do not promise an enormous trans-
formation, they do help increase resiliency awareness, which is a good start. It cannot
be about giving everyone a trophy any longer. It must be about encouraging our stu-
dents to earn a trophy through living life resiliently and persevering toward long-term
goals (Duckworth et al., 2007). In the race of life, rather than betting on the tortoise,
we need to teach every hare to work as resiliently as the tortoise. Then as Duckworth
et al. (2015) stated, we can “bet on the hare that works as hard as the tortoise.” That
way the race becomes even more competitive in the long-run.
304 Management Teaching Review 2(4)

Appendix A

Generation Born Between Length of Period Population

Matures / Silents 1909 – 1945 36 year-period 40 million
Baby Boomers 1946 – 1964 18 year-period 78 million
Generation X 1965 – 1979 14 year-period 46 million
Generation Y / Millennials 1980 – 2000 20 year-period 95 million

Figure 1.  U.S. generational cohorts (Gesell, 2010; Mlodzik & DeMeuse, 2010).

Appendix B
Two Experiential Exercises for Increasing Resiliency
Experiential Exercise #1: The Distribution Challenge
Introduction.  The Distribution Challenge involves your students participating
in an obstacle course competition created to mimic a channel of distribution. Stu-
dents are placed into teams and each team has the challenge of getting their plas-
tic Easter egg from the starting point, through the obstacle course, to the finish
line. The point of the activity is about having your students compete with little
to no preparation, and then allowing them a second chance at the activity with
preparation. The Distribution Challenge represents a safe environment for failure,
regrouping, and bouncing back resiliently. [Time: 60 minutes each class session,
two class sessions needed]

Learning Objectives
1. Students will be able to work in teams to set goals and complete a challenging
task.
2. Students will be able to apply critical thinking in a short period.
3. Students will be able to analyze the results and discuss potential improvements.
4. Students will have an opportunity to face frustration and failure in a safe learn-
ing environment and exhibit resiliency in an experiential way.

Experiential Exercise #1: The Distribution Challenge.  At the start of class, lay out the
materials (listed below) around the classroom in order to create an obstacle course and
to emulate a channel of distribution:

•• Station 1: Through the “tunnel” (The PVC Pipe held at an angle by one team
member)
•• Station 2: Over the “mountains” (over several desks/tables lined up next to each
other)
•• Station 3: Under the “bridge” (under a table or two lined up together)
Berg and Pietrasz 305

•• Station 4: Over the “ocean” (jumping over the plastic tablecloth spread out on
the floor)

Note: The specific objects and materials in the Distribution Challenge are not
important, please feel free to substitute where needed to better fit your resources and
classroom capabilities keeping the learning objectives in mind.

Modes of Transportation.  The plastic Easter egg must be carried in one mode of
transportation at each station and team members are not permitted to touch the eggs.
Each mode of transportation can only be used one time throughout the challenge.

•• A child’s toy shopping cart (can be purchased at toy store; usually comes with
plastic groceries)
•• One oven mitt
•• One Frisbee
•• One large serving spoon
•• One kitchen towel
•• One baseball cap

Materials Needed
•• 6-12 plastic Easter eggs
•• 1 piece of 6- to 10-foot-long 3-inch diameter PVC pipe (purchased at home
improvement stores)
•• 1 plastic table cloth; laid flat on the floor to represent the ocean
•• Classroom tables and chairs

Running the Challenge [Time: 8 minutes plus 11 minutes per team for session 1; two
class sessions needed]
1. Form teams. Divide your class into teams of 3 to 5 students then gather as a
class in the hallway or a separate classroom. Do not explain the challenge yet.
[Time: 3 minutes]
2. Set up the obstacle course. While the students are waiting in the hallway or a
separate classroom, quickly set up the 4 stations of the challenge (having addi-
tional help makes this process go more smoothly). [Time: 5 minutes]
3. Invite teams in one at a time. Invite the first team into the classroom where the
challenge is now set up. Give the team a blank income statement (Figure 2).
Explain that this is an obstacle course competition meant to emulate a channel
of distribution. The goal is to get your plastic Easter egg from the start to the
finish line as quickly as possible, without touching or dropping the egg. You
may also choose to co-ship additional plastic grocery items for additional rev-
enue opportunities. But remember that co-shipping also increases expenses in
increased time and potential touching or dropping of the items. Each of the four
stations must have at least one student completing the challenge at that station,
but there is no maximum to the number of students (labor) at each station.
Additional labor simply increases your expenses. [Time: 3 minutes per team]
306 Management Teaching Review 2(4)

4. Preparation. Each team only has 5 minutes to prepare and make decisions on
how they will run the challenge to make the greatest net income. (The lack of
preparation time will frustrate them; this is expected.) [Time: 5 minutes per
team]
5. Run the challenge. Have a stop watch ready to time each team. At go, the team
runs the challenge to the best of their ability, you time them, and count the
number of times they touch each item with their hands, or drop an item (you
can tally these on the blackboard). When the team is done, have them complete
their income statement, then sit down out of the way to observe the next team
that enters the room. [Time: 3 minutes per team]
6. Invite the next team. Invite the next team in and repeat the above steps until all
teams have completed the challenge and completed their income statement.

Debriefing the Exercise.  At the end of the challenge day 1, have teams share their
overall net income or loss with the class. Inform students they have until the next class
session (usually 2 days) to meet as a team outside of class and develop a stronger game
plan for repeating the distribution challenge.
During the second class session, run the challenge just like before, and have teams
complete the income statement provided. At the end of this class session, spend some
time discussing the following questions:

•• What was the difference between the outcomes of the Distribution Challenge
from day one to day two?
•• What were the differences in their team approach?
•• Where could they have performed even better if given a third attempt?
•• How frustrating was it to run the challenge with little to no preparation?
•• Did teamwork improve on day two?
•• Did having more planning time help?
•• What resiliency lessons did they learn in the process?

Let the Distribution Challenge be the starting point for opening up the class discussion
on what resiliency is, how it can lead to increasing grit, and how critical it is to be
resilient in your life and career.

Experiential Exercise #2:The F.L.E.X. Plan

Introduction.  Increasing resiliency begins with defining what it is, teaching
your students to use resiliency terms in their daily language, and then giving
them a method of dealing with failure. Some examples of resiliency terms include
effort, self-control, social intelligence, courage, self-determination, perseverance,
resolve, tenacity, moxie, vision, zeal, spunk, zest, optimism, open-mindedness,
work ethic, will power, ambition, empathy, autonomy, integrity, positive-attitude,
and reliability. The F.L.E.X. Plan is a straightforward, four-step method you can
use to teach your students to bounce back when faced with a plateau or failure in
their lives.
Berg and Pietrasz 307

The Distribution Challenge

Income Statement

Revenue

Shipping one plastic egg $3,000.00

($3,000 per egg, only 1 egg allowed)
Shipping additional grocery items
(Optional; $1,000 per item) $_____________

Total Revenue $_____________

Expenses

Time to complete challenge

($100 per second) $_____________
Labor*
($500 per person, per station) $_____________
Dropping or Touching items being shipped
($500 per incident) $_____________

Total Expenses $_____________

Net Income/Loss $_____________

Figure 2.  Scoring the distribution challenge.

*Labor: Team members can work at multiple stations (i.e., repeat workers). For example, if two students
work at Station 1, one works at Stations 2 and 3, and two work at Station 4, you have accumulated six
total labor workers costing you $3,000 (calculation: 2(500) + 1(500) + 1(500) + 2(500) = 3,000).

Learning Objectives
1. Students will understand basic definitions of resiliency and grit.
2. Students will be able to discuss how resiliency can be applied in their own
lives.
3. Students will apply the F.L.E.X. Plan in their role-play and class discussions.

Experiential Exercise #2: The F.L.E.X. Plan (50 minutes).  Present the four steps to the
F.L.E.X. Plan to your class. Discuss what they are, and how they might be used when
faced with failure.

Step 1.Share the F.L.E.X. Plan (10 minutes)

1. Failure happens: Realize that setbacks and failure happen to everyone. It is
important to start the conversation about failure. Edmondson (2011) stated that
there are some good failures because they provide invaluable information and
knowledge that can help us attain success in the future. Failing is inevitable in
today’s complex world and those of us who catch, correct, and learn from our
failings will find success (Edmondson, 2011).
308 Management Teaching Review 2(4)

2. Lean in: Allow yourself to experience your emotions in a safe environment.

Leaning in involves sharing your experiences, both positive and negative, with
someone who can empathize with your story, referred to as the Social Sharing
of Emotion (SSE; Rime, 2009). SSE occurs when someone shares an emo-
tional experience with someone else and has been shown to have many posi-
tive benefits for both the sharer and receiver (Rime, 2009). Sharing of emotions
is a human need especially when those emotions are strongly felt. As people
feel emotion, they make psychological adjustments to a “disruption to the pur-
suit of their goals” either positive or negative (Hidalgo, Tan, & Verlegh, 2015,
p. 365). When someone’s emotional balance is disrupted, he/she needs to share
that experience in order to re-balance his/her emotional life.
3. Elect a positive response: Respond positively when facing a setback or failure.
Though we may not be able to control the circumstances of our lives, we can
control our response. Thinking positively about responses has been shown to
benefit human well-being (Seligman & Csikszentmihalyi, 2000). McNulty and
Fincham (2012) reflected that optimism and the expectation of positive out-
comes have been positively associated with individual well-being. An example
of electing a positive response could be discussed with the class. For example,
when you receive the news that you did not get the job you interviewed for,
instead of choosing to be angry, you could choose to pursue a different com-
pany or a different industry you had not considered before.
4. X-Ray: Be transparent/share your story of resiliency with others. We learn from
those around us, our mentors, and our peers, and they learn from us. According
to Derks, Fischer, and Bos (2008), sharing emotions is seen as a human need
especially when there are strong emotions involved, and this leaning in part is
important before moving forward to reacting. Therefore, it is important that we
share our stories of overcoming failure with others. As we learn how to be more
resilient, our stories will become even more valuable to those around us.

Step 2.Practice the F.L.E.X. Plan (45 minutes)

1. Begin by sharing a time in your own life when you experienced a setback,
failure, or stagnation and were able to respond resiliently. Share a story you are
comfortable sharing with your class. Our students learn so much from our
vulnerabilities and when we open up and share our own experiences with them,
it is a powerful communication tool. [5 minutes]
2. Divide the class into teams of 3 to 4. Pass out one set of Trial and Triumph Cards
to each team (see Figures 3-6). Have each student read their card, and write down
how they would respond to the event in their own words on paper. Then have each
student share his or her response with the team. If time allows, teams can then
share how the F.L.E.X. Plan might have applied to their event. [15 minutes].
3. Now that the teams have shared the fictional Trial and Triumph cards and their
fictional responses, ask them to share a real experience from their own life
when they experienced a setback or failure and how they responded. Make sure
students know they are only asked to share stories they are comfortable sharing
Berg and Pietrasz 309

with their classmates, and that no one will be forced to share if they do not
desire to. [15 minutes]
4. When the F.L.E.X. Plan sharing is complete, spend some time debriefing the
class as a whole by asking the following questions: [10 minutes]

•• Which step of the F.L.E.X. Plan was most challenging, Leaning in, Electing a
positive response, or X-ray/sharing with others? Why?
•• What would it take for you to improve on the hardest step?
•• What seems most helpful about this model?
•• Was it difficult to imagine the events on the Trial and Triumph cards?
•• How did you feel when you had to share your written reactions with your team?
•• Leaning in has the greatest positive impact when you can share openly with
someone you trust. I realize that in this class setting, that may or may not have
been the case, and you may not have felt comfortable opening up. That is okay
I encourage you to share your personal setbacks and resilient responses with
people in your life you can trust. This is an ongoing exercise, and does not end
today. Keep on practicing the F.L.E.X. Plan throughout your life.
•• Overall, what is your takeaway from the F.L.E.X. Plan exercise?

JOB LOSS
You have worked for Diebold for 14 years. Recently, they have seen a decline in the demand for their
traditional ATM machine technology and you are not trained in the high tech machine development they
are doing currently. They are laying off people in your department, but given your length and record
of success, you are surprised when you receive a layoff notice and only 30 days’ notice. Most of your
friendships and social life revolve around your job.

Figure 3.  Trial and Triumph Card #1.

CAR BREAKS DOWN

Your 8-year-old Honda Accord just died, and is not repairable because the cost of repairing the vehicle
is more than it is worth. You decide to invest your savings in a used car and pay cash instead of taking
out a new car loan. You purchase a $4,000 car from a used car lot that offers no warranty (like an auc-
tion). One week later, the “new” car breaks down on your drive to work, making you late. How do you
react?

Figure 4.  Trial and Triumph Card #2.

PROMOTION
You currently serve as a Line Manager at York Manufacturing, a company that manufactures furniture
in the US. The Vice President of Operations calls you into her office and informs you that you have
earned a promotion to District Manager. This promotion will mean a pay raise, but also more hours and
much more responsibility and travel. Your career is about to change drastically. Are you ready? Will
you accept the promotion?

Figure 5.  Trial and Triumph Card #3.

310 Management Teaching Review 2(4)

EARNING A GRADE
You work very hard on a research project for your statistics class. Two weeks later, when the project
is returned, you realize you earned a “D” on the project. It appears that your data analysis was not cor-
rect. Your professor offers an opportunity to re-do the project with new data, but the best grade you can
earn on the 2nd submission is a “C” and it will take you another 2-3 weeks to complete. What do you
do? Why?

Figure 6.  Trial and Triumph Card #4.

Declaration of Conflicting Interests

The authors declared no potential conflicts of interest with respect to the research, authorship,
and/or publication of this article.

Funding
The authors received no financial support for the research, authorship, and/or publication of this
article.

Additional References for Experiential Exercises

Derks, D., Fischer, A. H., & Bos, A. E. (2008). The role of emotion in computer-mediated com-
munication: A review. Computers in Human Behavior, 24, 766-785.
Edmondson, A. C. (2011, April). Strategies for learning from failure. Retrieved from https://
hbr.org/2011/04/strategies-for-learning-from-failure
Hidalgo, C. R., Tan, E., & Verlegh, P. (2015). The social sharing of emotion (SSE) in online
social networks: A case study in live journal. Computers in Human Behavior, 52, 364-372.
McNulty, J., & Fincham, F. (2012). Beyond positive psychology: Toward a contextual view of
psychology processes and well-being. American Psychologist, 67, 101-110.
Rime, B. (2009). Emotion elicits the social sharing of emotion: Theory and empirical review.
Emotion Review, 1, 60-85.
Seligman, M. E., & Csikszentmihalyi, M. (2000). Positive psychology. American Psychologist,
55(1), 5-14.

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