Prospering in the midst of the COVID-19 pandemic: The effects of PROSPER-based intervention on psychological outcomes among preschool teachers

Datu, Jesus Alfonso Daep; Lee, Alfred; Fung, Wing Kai; Cheung, Ryan Yat Ming; Chung, Kevin K.

doi:10.1016/j.jsp.2022.08.003

Cited by 20 publications

(23 citation statements)

References 108 publications

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“…Research also shows that PROSPER‐based intervention can improve young children's well‐being outcomes (Yeung et al, 2018). The benefits of PROSPER‐based interventions on well‐being were also found in in‐service teachers in Hong Kong (Datu et al, 2022). However, there has been sparse research on how different modes of implementing the PROSPER‐based intervention might impact teachers' well‐being outcomes.…”

Section: Theoretical Perspectivementioning

confidence: 82%

“…Third, as effective teaching training matters for pre‐service teachers' efficacy and overall satisfaction with practical teaching experience (García‐Lázaro et al, 2022), integrating well‐being interventions in existing teacher training programs may serve as a route to promoting pre‐service teachers' fulfillment, especially when they have been exposed to the real world of teaching (via practicum or field experience arrangements). However, the existing evidence on the effectiveness of the PROSPER‐based intervention focused on in‐service teachers (Datu et al, 2022).…”

Section: Technology Use and Well‐being In Pre‐service Teachersmentioning

confidence: 99%

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Leveraging technology for pre‐service teachers' well‐being: The effectiveness of a multicomponent positive psychology intervention in pre‐service preschool teachers in Hong Kong

Datu

Lee

Chung

2023

Applied Psych Health & Well

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Effective teacher training programs entail cultivating not only professional teaching competencies but also promoting psychological strengths. However, there is a lack of investigation into how different modes of delivering psychological interventions influence well‐being outcomes in the teaching profession, such as preschool educators. This study examines the effects of different technologically driven modes of implementing a PROSPER‐based psychological intervention on positivity, relationship, outcome, strengths, purpose, engagement, and resilience. One hundred twenty‐eight pre‐service preschool teachers were randomly assigned to (1) the full intervention (i.e., online workshop and smartphone app); (2) the online workshop; (3) the smartphone app; and (4) the wait‐list control group. The results demonstrated that the online workshop mode yielded the strongest intervention effects on well‐being outcomes: positivity, purpose, engagement, and resilience. Although the smartphone app mode did not significantly improve psychological outcomes, combining this approach with the online workshop format appeared to have positive retention effects on positivity at the Time 3 follow‐up. The findings suggest that the traditional mode of implementing positive psychological interventions could be more effective than the smartphone app‐based mode in bolstering pre‐service teachers' well‐being.

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Section: Theoretical Perspectivementioning

confidence: 82%

Section: Technology Use and Well‐being In Pre‐service Teachersmentioning

confidence: 99%

Leveraging technology for pre‐service teachers' well‐being: The effectiveness of a multicomponent positive psychology intervention in pre‐service preschool teachers in Hong Kong

Datu

Lee

Chung

2023

Applied Psych Health & Well

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“…Research is needed to develop interventions targeting changes in affect, mindfulness, and coping strategies. Training programmes, including emotional regulation, gratitude diary, developing hope, and savouring habits, may improve individuals’ positive affect (Datu et al, 2022 ; Ivtzan et al, 2016 ). To improve mindfulness for university students, universities can provide mindfulness meditation training workshops and mindfulness-based cognitive therapy during difficult times (Chiodelli et al, 2020 ; Halladay et al, 2019 ; McConville et al, 2017 ).…”

Section: Discussionmentioning

confidence: 99%

Linking University Students’ Mindfulness to Positive Adjustment Amidst COVID-19 Pandemic: a 6-month Cross-Lagged Panel Design

2022

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Objectives In the face of a global pandemic, research on wellness-fostering resources is urgently needed, especially with longitudinal designs and diverse samples. According to the mindfulness-to-meaning theory and broaden-and-build theory, this study examined the reciprocal associations among a group of Chinese university students’ trait mindfulness, positive and negative affect, and use of positive coping strategies, including positive reappraisal, planning, and seeking of emotional support during the COVID-19 pandemic. Methods Participants were 247 Hong Kong university students ( M age = 20.96, SD = 2.38; female = 86%) who completed survey measures of mindfulness, positive and negative affect, and positive coping strategies at baseline and 6-month follow-up. Data were analysed using a cross-lagged panel design, controlling for participants’ age. Results The proposed reciprocal model exhibited an excellent fit with the data. There was a reciprocal association between trait mindfulness and positive affect over time. However, no significant reciprocal effect was found among mindfulness, negative affect, and positive coping strategies. Conclusions Theoretically, the current findings extended the two theories to a non-Western population during a critical time and suggested a long-term reciprocal association between positive affect and mindfulness. Our study provided important insight into university students’ positive well-being during COVID-19 and demonstrated the wellness-fostering effect of mindfulness.

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Section: Jesus Alfonso D Datumentioning

confidence: 99%

“…Even during the COVID-19 pandemic, his research has revealed critical insights into how internet-based gratitude and kindness interventions can boost positive emotions in Filipino undergraduate students (Datu et al, 2022c). Notably, he has examined psychological strengths and interventions that promote psychological wellbeing (Datu et al, 2022c;King et al, 2015). He also advocated for conceptualizing culturally sensitive models of positive psychological constructs (Datu & McInerney, 2017;Datu et al, 2021) to improve their generalizability in countries that are considered as non-WEIRD (Western, educated, industrialized, prosperous, and democratic;Henrich et al, 2010).…”

Section: Jesus Alfonso D Datumentioning

confidence: 99%

Culture, Motivation, Self-Regulation, and the Impactful Work of Dennis M. McInerney

et al. 2023

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This tribute celebrates the distinguished scholarship and extraordinary life of Dennis Michael McInerney, who passed away in Hong Kong on May 20th, 2022. It is a testimony of his impact on our professional and personal lives while highlighting the multitude and depth of his scholarly contributions. McInerney was one of those thinkers who invited us to reconsider how we conceptualize, assess, and apply scientific investigations in our teaching and learning practices. He authored and co-authored numerous widely used books and published numerous research articles in peer-refereed journals. During his remarkable career, McInerney dedicated a significant part to researching the problems associated with studying culture and uncovering how culture is a missing link in most motivation research. He believed there was a noteworthy need to conduct Indigenous educational research to understand the extent to which mainstream motivation theories apply to culturally diverse groups and stand up to cross-cultural testing scrutiny. McInerney’s influence and impact will transcend future generations of research, given the gravity of his scholarly contributions.

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Prospering in the midst of the COVID-19 pandemic: The effects of PROSPER-based intervention on psychological outcomes among preschool teachers

Cited by 20 publications

References 108 publications

Leveraging technology for pre‐service teachers' well‐being: The effectiveness of a multicomponent positive psychology intervention in pre‐service preschool teachers in Hong Kong

Leveraging technology for pre‐service teachers' well‐being: The effectiveness of a multicomponent positive psychology intervention in pre‐service preschool teachers in Hong Kong

Linking University Students’ Mindfulness to Positive Adjustment Amidst COVID-19 Pandemic: a 6-month Cross-Lagged Panel Design

Culture, Motivation, Self-Regulation, and the Impactful Work of Dennis M. McInerney

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