This study investigated three orientations to happiness and their relationships with subjective well-being in a sample of 228 Chinese prospective and in-service teachers in Hong Kong. Confirmatory item factor analyses supported a three-dimensional model that included constructs represented by a life of meaning, a life of pleasure, and a life of engagement. These three orientations, especially the meaningful life and the engaged life were found to predict life satisfaction and positive emotions as two components of subjective well-being. Implications of the findings on the relationships between orientations and subjective well-being for helping teachers to promote a more satisfying life to combat against teacher burnout 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/10.1080/01443410802570907]

Research Findings: The purpose of this study was to examine parenting style in the domain of emotion socialization through studying the relationships among parenting styles, emotion-related parental practices, and parental goals of Hong Kong-Chinese mothers. Data were collected from 189 Hong Kong-Chinese mothers of 6- to 8-year-old children. Hong Kong-Chinese mothers reported that among authoritarian, authoritative, and permissive parenting styles, they adopted an authoritative style most often and an authoritarian style least often. They valued both relational and individualistic emotional competence of their children as parental goals but regarded the former as more important than the latter. Structural equation modeling results indicated that parental goals mediated the influences of parenting styles on parental practices. Authoritative mothers who held individualistic emotional competence goals adopted different parental practices (a coaching or an emotion-encouraging approach) from those who held relational emotional competence goals. When mothers adopted authoritarian parenting and endorsed relational emotional competence as a parental goal, they responded to children's expression of emotions in a dismissing way.
Practice or Policy: Parenting styles play an overarching role in emotion socialization, influencing both parental practices and goals. The results imply that school personnel, counselors, or social workers should take into account parenting styles, parental goals, and cultural values of participants when they offer training programs to parents.
[Copyright of Early Education & Development is the property of Lawrence Erlbaum Associates. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/10409280802541973]