The Effects of a PROSPER-Based Intervention on Well-Being among Pre-Service Preschool Teachers during the COVID-19 Pandemic: A Randomized Control Trial

Autor/inn/en	Lee, Alfred S. Y.; Datu, Jesus Alfonso Daep; Chan, Derwin K. C.; Lau, Eva Yi Hung; Fung, Wing Kai; Cheng, Rebecca Wing-yi; Cheung, Ryan Yat Ming; Chung, Kevin Kien Hoa
Titel	The Effects of a PROSPER-Based Intervention on Well-Being among Pre-Service Preschool Teachers during the COVID-19 Pandemic: A Randomized Control Trial
Quelle	In: Educational Psychology, 43 (2023) 2-3, S.228-245 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lee, Alfred S. Y.) ORCID (Datu, Jesus Alfonso Daep) ORCID (Chung, Kevin Kien Hoa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
DOI	10.1080/01443410.2023.2189649
Schlagwörter	Foreign Countries; Preservice Teachers; Preschool Education; Well Being; Intervention; COVID-19; Pandemics; Program Effectiveness; Peer Relationship; Public Colleges; Social Environment; Cultural Context; Western Civilization; Industrialization; Advantaged; Democratic Values; Hong Kong; Positive and Negative Affect Schedule; Utrecht Work Engagement Scale + Suchen Sie Ihr Suchwort? Ausland; Pre-school education; Vorschulerziehung; Well-being; Wellness; Wohlbefinden; Peer-Beziehungen; Soziales Umfeld; Industrialisation; Industrialisierung; Hongkong
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 = 0.14, [eta-squared] = 0.19. Results of univariate analyses showed that a significant time x group interaction effect existed in relationship component ([eta-squared] = 0.08), 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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01