The effectiveness of a positive psychological intervention for promoting preschool teachers' well-being and professional competence: EASP intervention program.

IF 3.8 2区心理学 Q1 PSYCHOLOGY, APPLIED

Applied psychology. Health and well-being Pub Date : 2024-04-22 DOI:10.1111/aphw.12544

A. Lee, Wing-kai Fung, Derwin K. C. Chan, Kevin Kien Hoa Chung

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引用次数: 0

Abstract

The present study investigated the effectiveness of the Early Advancement in Social-Emotional Health and Positivity (EASP) program, a positive psychological intervention promoting preschool teachers' well-being and the motivational aspect of professional competence. Participants were 273 in-service preschool teachers (Mage = 34.56 years, SD = 9.52, range = 22-58; female = 98.90%) who participated in a 2-month randomized controlled trial. Participants were randomly assigned to the intervention group (n = 143) receiving 1) four online workshops, 2) a smartphone app, and 3) an online activity, or to the wait-list control group (n = 130), which received the intervention materials after all the data collection. Participants reported their well-being dimensions, teaching self-efficacy, and autonomous motivation for teaching before and after the intervention. Results from a path analytic model exhibited excellent fit with the data, χ2 = 37.62, df = 33, CFI = .99, TLI = .98, RMSEA = .02 [90% CI = 0.00, 0.05], SRMR = .02. The intervention had direct effects on changes in well-being dimensions, including positivity, outcome, strength, engagement, and resilience (β = .14 to .26, ps = .00 to .04), and indirect intervention effects on changes in teaching self-efficacy and autonomous motivation for teaching (β = .14 to .15, ps = .00 to .01). These findings highlighted the potential value of implementing positive psychological interventions in educational settings to promote the well-being and professional competence among preschool teachers.

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提高学前教师幸福感和专业能力的积极心理干预的有效性：EASP 干预计划。

本研究调查了 "早期促进社会情感健康和积极性（EASP）"项目的有效性，该项目是一项积极的心理干预措施，旨在提高学前教师的幸福感和专业能力的积极性。273名在职学前教育教师（年龄=34.56岁，SD=9.52，范围=22-58；女性=98.90%）参加了为期2个月的随机对照试验。参与者被随机分配到干预组（n = 143），接受 1) 四个在线研讨会、2) 一个智能手机应用程序和 3) 一个在线活动，或等待名单对照组（n = 130），在所有数据收集后接受干预材料。参与者在干预前后报告了他们的幸福感维度、教学自我效能感和教学自主动机。路径分析模型的结果显示与数据非常吻合，χ2 = 37.62, df = 33, CFI = .99, TLI = .98, RMSEA = .02 [90% CI = 0.00, 0.05], SRMR = .02。干预对积极性、结果、力量、参与度和复原力等幸福感维度的变化有直接影响（β = .14 至 .26，ps = .00 至 .04），对教学自我效能感和教学自主动机的变化有间接干预影响（β = .14 至 .15，ps = .00 至 .01）。这些研究结果凸显了在教育环境中实施积极心理干预以促进学前教师幸福感和专业能力的潜在价值。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Applied psychology. Health and well-being PSYCHOLOGY, APPLIED-

CiteScore

12.10

自引率

2.90%

发文量

期刊介绍： Applied Psychology: Health and Well-Being is a triannual peer-reviewed academic journal published by Wiley-Blackwell on behalf of the International Association of Applied Psychology. It was established in 2009 and covers applied psychology topics such as clinical psychology, counseling, cross-cultural psychology, and environmental psychology.