Leveraging technology for pre-service teachers' well-being: The effectiveness of a multicomponent positive psychology intervention in pre-service preschool teachers in Hong Kong

Leveraging technology for pre-service teachers' well-being: The effectiveness of a multicomponent positive psychology intervention in pre-service preschool teachers in Hong Kong

• Datu, Jesus Alfonso Daep The Education University of Hong Kong
• Lee, Alfred S. Y. The Education University of Hong Kong
• Chung, Kevin Kien Hoa The Education University of Hong Kong

Applied Psychology: Health and Well-Being, 2023

Wiley

2023

• M Teachers & Education for Teachers
  • MA Professional Education for Teachers

Hong Kong Positive Psychology Pre-service Teachers PROSPER Well-being

• Hong Kong

• 1997.7 onwards

• Pre-Primary Education
• Post-Secondary Education

Effective teacher training programs entail cultivating not only professional teaching competencies but also promoting psychological strengths. However, there is a lack of investigation into how different modes of delivering psychological interventions influence well-being outcomes in the teaching profession, such as preschool educators. This study examines the effects of different technologically driven modes of implementing a PROSPER-based psychological intervention on positivity, relationship, outcome, strengths, purpose, engagement, and resilience. One hundred twenty-eight pre-service preschool teachers were randomly assigned to (1) the full intervention (i.e., online workshop and smartphone app); (2) the online workshop; (3) the smartphone app; and (4) the wait-list control group. The results demonstrated that the online workshop mode yielded the strongest intervention effects on well-being outcomes: positivity, purpose, engagement, and resilience. Although the smartphone app mode did not significantly improve psychological outcomes, combining this approach with the online workshop format appeared to have positive retention effects on positivity at the Time 3 follow-up. The findings suggest that the traditional mode of implementing positive psychological interventions could be more effective than the smartphone app-based mode in bolstering pre-service teachers' well-being. Copyright © 2023 International Association of Applied Psychology.

• English

Journal Articles

• 17580846

• 10.1111/aphw.12446

https://bibliography.lib.eduhk.hk/en/bibs/7377755b

2023-08-10