A. Lee, J. A. Datu, D. Chan, E. Lau, Wing-kai Fung, Rebecca Wing-yi Cheng, Ryan Yat Ming Cheung, K. Chung
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The effects of a PROSPER-based intervention on well-being among pre-service preschool teachers during the COVID-19 pandemic: a randomized control trial
Abstract 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.
期刊介绍:
This journal provides an international forum for the discussion and rapid dissemination of research findings in psychology relevant to education. The journal places particular emphasis on the publishing of papers reporting applied research based on experimental and behavioural studies. Reviews of relevant areas of literature also appear from time to time. The aim of the journal is to be a primary source for articles dealing with the psychological aspects of education ranging from pre-school to tertiary provision and the education of children with special needs. The prompt publication of high-quality articles is the journal"s first priority. All contributions are submitted "blind" to at least two independent referees before acceptance for publication.