TY - JOUR
T1 - The effects of a PROSPER-based intervention on well-being among pre-service preschool teachers during the COVID-19 pandemic
T2 - A randomized control trial
AU - Lee, Alfred S.Y.
AU - Datu, Jesus Alfonso Daep
AU - Chan, Derwin K.C.
AU - Lau, Eva Yi Hung
AU - Fung, Wing Kai
AU - Cheng, Rebecca Wing yi
AU - Cheung, Ryan Yat Ming
AU - Chung, Kevin Kien Hoa
N1 - Publisher Copyright:
© 2023 Informa UK Limited, trading as Taylor & Francis Group.
PY - 2023/3/23
Y1 - 2023/3/23
N2 - 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, η 2 =.19. Results of univariate analyses showed that a significant time x group interaction effect existed in relationship component (η 2 =.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.
AB - 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, η 2 =.19. Results of univariate analyses showed that a significant time x group interaction effect existed in relationship component (η 2 =.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.
KW - Positive education
KW - positive psychology
KW - pre-school
KW - pre-service teachers
KW - PROSPER model
KW - randomised control trial
UR - http://www.scopus.com/inward/record.url?scp=85150990695&partnerID=8YFLogxK
U2 - 10.1080/01443410.2023.2189649
DO - 10.1080/01443410.2023.2189649
M3 - Journal article
AN - SCOPUS:85150990695
SN - 0144-3410
VL - 43
SP - 228
EP - 245
JO - Educational Psychology
JF - Educational Psychology
IS - 2-3
ER -