Gratitude, gratitude intervention and subjective well-being among Chinese school teachers in Hong Kong

Gratitude, gratitude intervention and subjective well-being among Chinese school teachers in Hong Kong

• Chan, David W. Dept. of Educational Psychology, Chinese University of Hong Kong

Educational Psychology, 30(2), 139-153, 2010

Routledge

2010

• M 教師與教師教育
  • MG 教育工作人員之身份認同、態度與意見

Gratitude Gratitude Intervention Subjective Well-Being Chinese Teachers Hong Kong Counting Blessings Happiness Validation Strengths Progress Life Psychology, Educational

• Hong Kong

• 1997.7 onwards

• 未指定或無法歸類

This study assessed the dispositional gratitude and its relationships with orientations to happiness and burnout in a sample of 96 Chinese school teachers in Hong Kong and investigated the effectiveness of an eight-week gratitude intervention programme using a pre-test/post-test design with outcome measures of subjective well-being in the same sample of teachers. The results indicated that the dispositional gratitude of teachers correlated substantially and positively with a meaningful life orientation to happiness and with personal accomplishment, and correlated substantially and negatively with the two negative components of burnout: emotional exhaustion and depersonalisation. The effects of the gratitude intervention were evident in the increase in scores on satisfaction with life and on positive affect, especially for teachers in the low-gratitude group. Implications of the findings on the relationships between gratitude and burnout and the effectiveness of gratitude intervention for teachers of different levels of dispositional gratitude 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/10.1080/01443410903493934]

• 英文

期刊論文

• 01443410

• 10.1080/01443410903493934

https://bibliography.lib.eduhk.hk/tc/bibs/970b5416

2010-11-28