期刊論文
Counting blessings versus misfortunes: Positive interventions and subjective well-being of Chinese school teachers in Hong Kong
EdLink- Counting blessings versus misfortunes: Positive interventions and subjective well-being of Chinese school teachers in Hong Kong
- Educational Psychology, 33(4), 504-519, 2013
- Great Britain
- Routledge
- 2013
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- Hong Kong
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- 1997.7 onwards
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- 小學教育
- 中學教育
- 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]
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- 英文
- 期刊論文
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- 01443410
- https://bibliography.lib.eduhk.hk/tc/bibs/2667044f
- 2014-05-29
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