Counting blessings versus misfortunes: Positive interventions and subjective well-being of Chinese school teachers in Hong Kong

Counting blessings versus misfortunes: Positive interventions and subjective well-being of Chinese school teachers in Hong Kong

• Chan, David W. Chinese University of Hong Kong

Educational Psychology, 33(4), 504-519, 2013

Great Britain

Routledge

2013

• M Teachers & Education for Teachers
  • MF Characteristics & Conditions of Educational Workers
• M Teachers & Education for Teachers
  • MG Identities, Attitudes & Opinion of Educational Workers
• M Teachers & Education for Teachers
  • MH Teacher Evaluation : Teacher Effectiveness

Chinese Teachers Coping Gratitude Life Satisfaction Orientation To Happiness

• Hong Kong

• 1997.7 onwards

• Primary Education
• Secondary Education

This study compared a gratitude intervention approach with a coping intervention approach in promoting subjective well-being in a sample of 78 Hong Kong Chinese school teachers. Forty teachers were randomly assigned to the eight-week count-your-blessings condition and 38 teachers to the eight-week count-your-misfortunes condition. Increases in life satisfaction were observed in the post-intervention assessment for both approaches. However, statistically significant changes were observed on life satisfaction and the experience of negative and gratitude-related emotions only for the gratitude intervention approach, suggesting the relative effectiveness of the count-your-blessings exercise. Implications of the findings on developing intervention approaches that encompass counting positive and negative events for promoting subjective well-being are discussed.
[Copyright of Educational Psychology is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/01443410.2013.785046]

• English

Journal Articles

• 01443410

• 10.1080/01443410.2013.785046

https://bibliography.lib.eduhk.hk/en/bibs/2667044f

2014-05-29