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]
