Gratitude, gratitude intervention and subjective well-being among Chinese school teachers in Hong Kong
Publication in refereed journal


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摘要This study assessed the dispositional gratitude and its relationships with orientations to happiness and burnout in a sample of 96 Chinese school teachers in Hong Kong and investigated the effectiveness of an eight-week gratitude intervention programme using a pre-test/post-test design with outcome measures of subjective well-being in the same sample of teachers. The results indicated that the dispositional gratitude of teachers correlated substantially and positively with a meaningful life orientation to happiness and with personal accomplishment, and correlated substantially and negatively with the two negative components of burnout: emotional exhaustion and depersonalisation. The effects of the gratitude intervention were evident in the increase in scores on satisfaction with life and on positive affect, especially for teachers in the low-gratitude group. Implications of the findings on the relationships between gratitude and burnout and the effectiveness of gratitude intervention for teachers of different levels of dispositional gratitude are discussed.
著者Chan DW
期刊名稱Educational Psychology
詳細描述[ 2009 JCR SSCI Impact Factor : 0.714 ].
出版年份2010
月份1
日期1
卷號30
期次2
出版社Taylor & Francis (Routledge): SSH Titles
頁次139 - 153
國際標準期刊號0144-3410
電子國際標準期刊號1469-5820
語言英式英語
關鍵詞Chinese teachers; gratitude; gratitude intervention; Hong Kong; subjective well-being
Web of Science 學科類別Education & Educational Research; Psychology; Psychology, Educational; PSYCHOLOGY, EDUCATIONAL

上次更新時間 2021-25-01 於 23:32