Journal Articles
Burnout and life satisfaction: Does gratitude intervention make a difference among Chinese school teachers in Hong Kong?
EdLink- Burnout and life satisfaction: Does gratitude intervention make a difference among Chinese school teachers in Hong Kong?
- Educational Psychology, 31(7), 809-823, 2011
- London
- Routledge
- 2011
-
- Hong Kong
-
- 1997.7 onwards
-
- Primary Education
- Secondary Education
- This study investigated the effectiveness of a gratitude intervention programme in promoting life satisfaction and reducing burnout symptoms. Sixty-three Hong Kong Chinese school teachers aged 22-54 participated in an eight-week count-your-blessings study that used a pre-test/post-test design. Increases in life satisfaction and the sense of personal accomplishment and decreases in emotional exhaustion and depersonalisation were observed in the post-intervention assessment. Significant changes were observed on life satisfaction and emotional exhaustion as a result of intervention interacting with the meaningful-life orientation to happiness. These changes favoured teachers who put higher value on the meaningful-life orientation, suggesting that the promotion of a meaningful-life orientation could be an important element in the repertoire of gratitude intervention efforts. Implications of the findings on developing gratitude intervention programmes that focus on human positives and the promotion of gratitude and the meaningful-life orientation in combating teacher burnout are discussed.[Copyright of Roeper Review is the property of Routledge. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/01443410.2011.608525]
-
- English
- Journal Articles
-
- 01443410
- https://bibliography.lib.eduhk.hk/bibs/fae56f23
- 2013-11-16
Recent Journal Articles
Students’ and teachers’ reactions to a novel school-based physical education SELF-FIT intervention A qualitative studyJournal Articles
Examining the criterion validity of two scalable, information technology-based systems designed to measure the quantity and quality of movement behaviours of children from Hong Kong primary schools: A cross-sectional validation studyJournal Articles
Perceived and actual movement skill competence: The association among primary school children in Hong KongJournal Articles
Understanding the teaching and learning of fundamental movement skills in the primary physical education setting: A qualitative studyJournal Articles
Improving fundamental movement skills in Hong Kong students through an assessment for learning intervention that emphasizes fun, mastery, and support: The A + FMS randomized controlled trial study protocolJournal Articles
Association between physical activity and fundamental movement skills in preschool-aged children: Does perceived movement skill competence mediate this relationship?Journal Articles
Preservice physical education teachers' perceived physical literacy and teaching efficacyJournal Articles
The impact of COVID-19 on preschool-aged children’s movement behaviors in Hong Kong: A longitudinal analysis of accelerometer-measured dataJournal Articles