Journal Articles
The effects of a PROSPER-based intervention on well-being among pre-service preschool teachers during the COVID-19 pandemic: A randomized control trial
EdLink- The effects of a PROSPER-based intervention on well-being among pre-service preschool teachers during the COVID-19 pandemic: A randomized control trial
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- Lee, Alfred Sing Yeung The Education University of Hong Kong
- Datu, Jesus Alfonso Daep The Education University of Hong Kong
- Chan, Derwin King Chung The Education University of Hong Kong
- Lau, Yi Hung Eva The Education University of Hong Kong
- Fung, Wing Kai Liverpool Hope University
- Cheng, Wing Yi Rebecca The Education University of Hong Kong
- Cheung, Ryan Yat Ming The Education University of Hong Kong
- Chung, Kevin Kien Hoa The Education University of Hong Kong
- Educational Psychology, 2023
- Routledge
- 2023
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- Hong Kong
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- 1997.7 onwards
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- Pre-Primary Education
- This study aims to examine the effectiveness of an intervention program based on the PROSPER, a comprehensive framework which emphasises the importance of positivity, relationships, outcome, strength, purpose, engagement, and resilience in pre-service teachers’ well-being in Hong Kong. Participants were pre-service pre-school teachers (N = 77) who participated in a 1-month randomised control trial with four intervention workshops. They were randomly assigned to either intervention (n = 40) or wait-list control conditions (n = 37). A survey with measures that assessed PROSPER well-being components was administered to participants before and after the intervention. Findings of repeated measures MANCOVA revealed no significant time x group interaction effect, Wilks’ Lambda F(7, 50) = 1.66, p = .14, η² = .19. Results of univariate analyses showed that a significant time x group interaction effect existed in relationship component (η² = .08), indicating that the intervention was effective in facilitating pre-service pre-school teachers’ positive relationships with their peers. Findings underscore the potential benefits of designing positive psychological interventions for teachers amid the COVID-19 pandemic. Copyright © 2023 Informa UK Limited, trading as Taylor & Francis Group.
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- English
- Journal Articles
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- 01443410
- https://bibliography.lib.eduhk.hk/bibs/f6abbc9c
- 2023-07-14
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