Research has shown that the triarchic model of grit scale (TMGS)—a measure that assesses tendency to show perseverance, passion, and adaptability for long-term goals—has been valid in different contexts such as the Philippines, Japan, Poland, mainland China, and the United States. However, there is limited research on the validity of this scale in Hong Kong. Against this backdrop, this research examined the structural, convergent, and criterion-related of the TMGS among secondary school students in Hong Kong. A total of 298 secondary school students in Hong Kong participated in this study. Confirmatory factor analysis (CFA) was used to evaluate the structural validity of the three-factor model of grit. Correlational analysis was conducted between grit's dimensions and school satisfaction to assess the criterion-related validity of this scale. CFA showed that the scores from the three-factor model of grit underpinned by perseverance of effort, consistency of interests, and adaptability to situations were valid and reliable. There was mixed evidence on the convergent validity of the scale based on the subscales’ composite reliability (CR) estimates. Whereas perseverance of effort and adaptability to situations were positively correlated to school satisfaction, consistency of interests was negatively linked to the said criterion variable. This research demonstrates the potential applicability of the TMGS in Hong Kong. Copyright © 2023 The Authors. Psychology in the Schools Published by Wiley Periodicals LLC.

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.

This study aims to examine the effectiveness of an intervention program based on the PROSPER, a comprehensive framework which emphasises the importance of positivity, relationships, outcome, strength, purpose, engagement, and resilience in pre-service teachers’ well-being in Hong Kong. Participants were pre-service pre-school teachers (N = 77) who participated in a 1-month randomised control trial with four intervention workshops. They were randomly assigned to either intervention (n = 40) or wait-list control conditions (n = 37). A survey with measures that assessed PROSPER well-being components was administered to participants before and after the intervention. Findings of repeated measures MANCOVA revealed no significant time x group interaction effect, Wilks’ Lambda F(7, 50) = 1.66, p = .14, η² = .19. Results of univariate analyses showed that a significant time x group interaction effect existed in relationship component (η² = .08), indicating that the intervention was effective in facilitating pre-service pre-school teachers’ positive relationships with their peers. Findings underscore the potential benefits of designing positive psychological interventions for teachers amid the COVID-19 pandemic. Copyright © 2023 Informa UK Limited, trading as Taylor & Francis Group.

Objective: This study examines the effects of a well-being intervention based on the PROSPER (i.e., Positivity, Relationship, Outcomes, Strength, Purpose, Engagement, and Resilience) framework, on well-being outcomes among preschool in-service teachers in Hong Kong during the COVID-19 pandemic.Method: We recruited 76 in-service teachers (Mage=26.05, SD=4.71, nfemale=93.4%). Participants completed a survey that measured the PROSPER components of well-being in baseline and 2-month after baseline, from February 2021 to May 2021. They were randomly assigned into the intervention group (n=36; who received four intervention workshops, an online activity and four educational videos with self-reflection activity) and waitlist control group (n=40; who received four intervention workshops after completing the data collection). MANCOVA and ANCOVA, controlling for sex, age and teaching experience, were adopted to examine the intervention effects.Results: MANCOVA results showed a significant multivariate group x time interaction effect of the intervention on the PROSPER outcome variables compared to the control group, Wilks’ Lambda F(7,65) =3.80, p<.001, η2=.29. Results of univariate analyses suggested that participants in the intervention group scored significantly higher on positivity, strength, purpose, and resilience (η2=.08-.11, p<.05) than those in the control condition over time.Conclusion: Our findings provide preliminary evidence on the mental health benefits of the PROSPER-based psychological intervention program among in-service preschool teachers. School principals are encouraged to invest in school-based teacher training initiatives that focus on teachers’ well-being as pandemic-related job stressors might potentially deplete their psychological resources and mental health. Copyright © 2022 European Conference on Education.

Objective: This study aimed to assess the effects of a multi-component positive psychology intervention on psychological well-being (i.e., autonomy, environmental mastery, positive relationships, purpose in life, personal growth and self-acceptance) outcomes among pre-service preschool teachers in Hong Kong.Method: Participants were pre-service preschool teachers (N=67, Mage=21.45, SD=3.46, nfemale=95.3%). They were randomly assigned into the intervention group (n=34; who received four intervention workshops and a theory-driven mobile phone application) and waitlist control group (n=33; who received intervention materials after completing the data collection). Participants completed a survey that measured their psychological well-being at baseline and two months later. MANCOVA and ANCOVA were used to examine the intervention effects by adjusting for sex and age.Results: MANCOVA results showed no significant multivariate group x time interaction effects of the intervention on psychological well-being, Wilks’ Lambda F(6,58) =2.04, p=.07, η2=.17. However, in the results of ANCOVA, significant group x time interaction effects were found in environmental mastery, purpose in life, personal growth, and self-acceptance (η2=.09-.14, p<.05). The results showed that the intervention group scored significantly higher on those variables than the control group over time.Conclusion: The multi-component positive psychology intervention is a promising way to promote four dimensions of pre-service teachers’ psychological well-being. Positive psychology training (e.g., introduction of growth mindset, SMART goals, psychological needs support) can be included in teacher education to equip the pre-service teachers with positive psychological skills/mindset before entering the stressful teaching environment. Copyright © 2022 European Conference on Education.

The present study aims to (1) identify the profiles of subjective well-being (SWB) and psychological well-being (PWB) in a sample of pre-service teachers during the second wave of the COVID-19 pandemic in Hong Kong, and (2) explore how different profiles are linked with teachers’ self-efficacy. Participants were 291 pre-service teachers (Mage = 21.295, SD = 2.812, female = 89.903%) who were invited to complete self-report measures of SWB, PWB, and teachers’ self-efficacy. Latent profile analysis with maximum likelihood estimation was conducted to identify well-being profiles that emerged in this sample. The results suggested a 3-class model with a high, moderate, and low well-being group. The findings also revealed that the pre-service teachers’ well-being profiles as reflected by SWB and PWB indicators were consistent. Moreover, the pre-service teachers in the higher well-being group reported higher teaching self-efficacy than those in the lower well-being group. Findings highlighted the benefits of supporting pre-service teachers’ well-being (i.e., SWB and PWB) to maintain their teachers’ self-efficacy during the COVID-19 pandemic when teacher education and practicum are significantly disrupted. Interventions targeting various positive psychological skills (e.g., mindfulness, self-compassion, and positive reappraisal) are warranted. Future investigation is needed to examine the longitudinal relationship between pre-service teachers’ well-being and self-efficacy. Copyright © 2022 The Author(s).

The growing concerns regarding the risks of transmitting the COVID-19 virus have intensified the job-related stressors commonly encountered by teachers in various cultural contexts. Evidence shows how the COVID-19 crisis has negatively impacted teachers' mental health outcomes such as stress, depression, and quality of life, which highlights the significance of designing psychological programs to boost teachers' well-being. This study examined the effects of a well-being intervention based on the Positivity, Relationship, Outcomes, Strength, Purpose, Engagement, and Resilience (PROSPER) framework on well-being outcomes among 76 in-service teachers (Mage = 26.05 years, SD = 4.71, range = 20–45; female = 93.4%) in Hong Kong. Participants completed survey measures associated with the seven PROSPER outcomes at baseline and 2-month follow-up. Multivariate regression analysis indicated that there were statistically significant multivariate effects for intervention conditions, Wilks' Lambda F(7, 58) = 4.50, p =.01. Results demonstrated that teachers who were assigned to the intervention condition (n = 36) had significantly higher scores than those in the control condition (n = 40) on positivity (b = 0.41, 95% CI [0.16, 0.65], p =.01), strength (b = 0.62, 95% CI [0.23, 1.01], p =.01), purpose (b = 0.61, 95% CI [0.18, 1.04], p =.01), and resilience (b = 0.57, 95% CI [0.07, 1.07], p =.04). Our findings provide evidence on the mental health benefits of the PROSPER-based psychological intervention program for preschool teachers. Copyright © 2022 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Studies have shown that the School Kindness Scale (SKS) has adequate psychometric properties in different societies such as Canada, Turkey, and the Philippines. However, there is scarce evidence on the psychometric validity of this scale across multiple societies and educational contexts. This study explores the cross-national invariance of the SKS among high school students in the Philippines, Hong Kong, and mainland China. Results showed that the modified unidimensional model of school kindness with correlated error terms on item number 2 and 3 had the most optimal fit. There was evidence supporting partial invariance of the modified unidimensional model of school kindness across setting and year level, and full invariance across gender. Whereas school kindness also demonstrated positive correlations with perceived academic performance in Hong Kong and mainland China, this construct was linked to higher emotional and social engagement in math in all contexts. Copyright © 2022 Wiley Periodicals LLC.

Triarchic model of grit (TMG) has conceptualized grit as individuals’ tendency to demonstrate perseverance of effort, consistency of interests, and adaptability to situations. Past studies demonstrated that TMG dimensions predict positive outcomes such as well-being and academic success. However, there is limited research demonstrating the role of social factors in TMG. The current study explored the associations of parenting styles and perceived filial piety with dimensions of grit in Hong Kong undergraduate students. Results showed that only authoritative parenting style positively predicted adaptability to situations. This study underscores the role that parenting plays in sustained motivation to accomplish long-term goals. Copyright © 2022 Informa UK Limited.

Hong Kong has faced the suspension of primary, secondary, and post-secondary schools due to COVID-19, which has put over one million students out of the classroom. Educators were abruptly forced to shift to online and virtual classes without sufficient time and resources to prepare for such an enormous transition. While shifting from traditional face-to-face format to modern e-learning ensures that students can be educated outside of the classroom, its impact on the quality of learning and teaching can be mixed because professionals cannot solely rely on conventional teaching approaches. This project aims to address the knowledge gap in the traditional teacher-training by developing an online programme called “T.E.A.C.H.” to enhance pre-service teachers’ psychological competence for conducting online L&T. This programme consists of five modules, with each focusing on a specific domain of psychological competence (i.e., creativity, curiosity, love of learning, judgment, and perspective) and applied to the ‘three foci’ for online L&T (i.e., attendance and participation, engagement, and assessment). The modules consist of lecture videos, readings, practical tips and suggestions, and e-learning resources. The learning experience is consolidated and enriched by a series of interactive activities, practice exercises, critical evaluations, reflections, and short quizzes. The effectiveness of the programme for enhancing pre-service teachers’ psychological competence and online L&T outcomes are assessed through questionnaire measures, objective behavioural tasks, and knowledge checks. Pre-service teachers are expected to show more positive attitudes toward online L&T, higher self-efficacy to teach online, greater motivation to use information and communication technologies, and increased online pedagogical competence. Copyright © 2021 ICLT.