Psychology at Work -

There is a notable gap in research into whether psychosocial strengthening can be achieved through online further education and how development and education can be initiated. This dissertation aims to elucidate the processes of psychosocial strengthening through online contin-uing education grounded in positive psychology, focusing on content, pedagogy, and learning. What can be observed in the digitalized learning and education process and what is essential for psychoso-cial strengthening to succeed? Which conclusions can be drawn about professionalization and quality management in this field? The content, impact research and functional logic of positive psychology are systematized from a con-tinuing education perspective. Models of psychosocial strengthening and psychological resources are described. Psychosocial strengthening is understood as the development of psychological resources in a learning and educational process. A learning model for psychosocial strengthening is developed on the basis of Holzkamp's subject-scientific learning theory. The didactic concept and the implemen-tation of the online training course Psychology at Work (PAWM) serve as a research field with a total of 380 learners. A triangulation design with a total of 4 studies is used: Expert interviews (N = 12) are used to record and systematize key factors for psychosocial strengthening in continuing education on the basis of positive psychology. The pilot study (N = 380) as a controlled-randomized field study with treatment, control and zero groups examines the correlations between the effects of online continuing education on well-being and performance potential. The learning and educational process is elaborated through the qualitative analysis of the learning diaries (learning process study, N = 20). Qualitative question-naires are used to determine key factors for transfer from six months to two years after completion of the training (learning transfer study, N = 30). Significant psychosocial strengthening and the sustainable development of psychological resources can be demonstrated for learners of the online training course Psychology at Work (PAWM). Volition processes, enjoyment and positivity resonance are decisive for the learning and transfer process in the didactic triangle. Another decisive factor is the coherent positive-psychological attitude of the teacher in the teaching-learning process. The development of psychological resources requires (re-flection) time and social support in the learning and transfer field. Concrete results for conclusions on professional and quality development, a transferable evaluation design and action aids for trainers are produced.