Promoting Psychological Well-being in Pre-service Preschool Teachers: A Multi-component Positive Psychology Intervention

Lee, Alfred S.Y. and Datu, Jesus Alfonso D. and Fung, Wing Kai and Chung, Kevin Kien Hoa (2022) Promoting Psychological Well-being in Pre-service Preschool Teachers: A Multi-component Positive Psychology Intervention. In: European Conference on Education 2022, 14th to 17th July 2022, London.

Text EASP preservice_phase2_ECE_WK.docx - Accepted Version Download (18kB)

Abstract

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.

Item Type:	Conference or Workshop Item (Paper)
Faculty / Department:	Faculty of Education and Social Sciences > School of Education
Depositing User:	Wing Kai Fung
Date Deposited:	29 Mar 2023 12:29
Last Modified:	08 Nov 2024 13:18
URI:	https://hira.hope.ac.uk/id/eprint/3804

Actions (login required)

View Item