Why Power does not Guarantee Happiness across Cultures

Recent literature has shown that power enhances happiness in the Western context. However, it is likely that this may only hold true in cultures that promote independent and autonomous expression of self. For those in collectivist contexts, it is argued that power could reduce happiness since power can thwart them from achieving relationship harmony. The current paper presents research on the psychological effects of power on happiness carried out in the Western context and the Philippine context. Future directions towards developing a culturally-sensitive theory of power are also elucidated

Well-being Profiles of Pre-service Teachers in Hong Kong: Associations with Teachers’ Self-efficacy during the COVID-19 Pandemic

The present study aims to 1) identify the profiles of subjective well-being (SWB) and psychological well-being (PWB) in a sample of pre-service teachers during the second wave of the COVID-19 pandemic in Hong Kong, and 2) explore how different profiles are linked with teachers’ self-efficacy. Participants were 291 pre-service teachers (Mage = 21.295, SD = 2.812, female = 89.903%) who were invited to complete self-report measures of SWB, PWB, and teachers’ self-efficacy. Latent profile analysis with maximum likelihood estimation was conducted to identify well-being profiles that emerged in this sample. The results suggested a 3-class model with a high, moderate, and low well-being group. The findings also revealed that the pre-service teachers’ well-being profiles as reflected by SWB and PWB indicators were consistent. Moreover, the pre-service teachers in the higher well-being group reported higher teaching self-efficacy than those in the lower well-being group. Findings highlighted the benefits of supporting pre-service teachers’ well-being (i.e., SWB and PWB) to maintain their teachers’ self-efficacy during the COVID-19 pandemic when teacher education and practicum are significantly disrupted. Interventions targeting various positive psychological skills (e.g., mindfulness, self-compassion, and positive reappraisal) are warranted. Future investigation is needed to examine the longitudinal relationship between pre-service teachers’ well-being and self-efficac

How PERMA Promotes Preschool Teacher Well-Being in Hong Kong : A 2-month Randomized Control Trial

Background: Preschool teachers’ well-being is positively associated with their student’s development and learning outcomes. Developing a positive psychological intervention that can foster preschool teachers’ well-being would be essential. Purpose: This study examined the effects of an intervention based on the PERMA (i.e., positive emotion, engagement, relationships, meaning, and accomplishment) model on well-being outcomes among preschool teachers in Hong Kong. Method: We recruited 116 preschool teachers (Mage = 34.14 years, SD = 10.17, range = 21–59; female = 98.51%). Participants were randomly assigned to the intervention (n = 51; received four online workshops that cultivated the PERMA dimensions in 4 weeks) and waitlist control group (n = 65; only received the workshops after the data collection). Participants completed a survey that measured the PERMA dimensions of well-being at baseline 4- and 8-week follow-up occasions. MANCOVA and ANCOVA, controlling for gender, age, and teaching experience, were employed to examine the intervention effects. Results: A significant time x group interaction effect was found in the MANCOVA, Wilks’ Lambda F(10,102) = 2.19, p = .02, η2 = .18. The results of ANCOVA revealed that participants in the intervention group scored significantly higher on engagement, relationship, and accomplishment (η2 = .02 to .05, p < .05) than those in the control condition across time. Conclusion(s): Our findings highlighted the effects of PERMA-based interventions to promote mental health of preschool teachers. Teachers are encouraged to engage in positive psychological activities (e.g., positive reappraisal and self-compassion) to cultivate their well-being

Promoting Psychological Well-being in Pre-service Preschool Teachers: A Multi-component Positive Psychology Intervention

Objective: This study aimed to assess the effects of a multi-component positive psychology intervention on psychological well-being (i.e., autonomy, environmental mastery, positive relationships, purpose in life, personal growth and self-acceptance) outcomes among pre-service preschool teachers in Hong Kong. Method: Participants were pre-service preschool teachers (N=67, Mage=21.45, SD=3.46, nfemale=95.3%). They were randomly assigned into the intervention group (n=34; who received four intervention workshops and a theory-driven mobile phone application) and waitlist control group (n=33; who received intervention materials after completing the data collection). Participants completed a survey that measured their psychological well-being at baseline and two months later. MANCOVA and ANCOVA were used to examine the intervention effects by adjusting for sex and age. Results: MANCOVA results showed no significant multivariate group x time interaction effects of the intervention on psychological well-being, Wilks’ Lambda F(6,58) =2.04, p=.07, η2=.17. However, in the results of ANCOVA, significant group x time interaction effects were found in environmental mastery, purpose in life, personal growth, and self-acceptance (η2=.09-.14, p<.05). The results showed that the intervention group scored significantly higher on those variables than the control group over time. Conclusion: The multi-component positive psychology intervention is a promising way to promote four dimensions of pre-service teachers’ psychological well-being. Positive psychology training (e.g., introduction of growth mindset, SMART goals, psychological needs support) can be included in teacher education to equip the pre-service teachers with positive psychological skills/mindset before entering the stressful teaching environment

Resilience and Effective Learning in First-Year Undergraduate Computer Science

Many factors have been shown to be important for supporting effective learning and teaching — and thus progression and success — in higher education. While factors such as key introductory-level (CS1) knowledge and skills, as well as pre-university learning and qualifications, have been extensively explored, the impact of measures of positive psychology are less well understood for the discipline of computer science. University study can be a period of significant transition for many students; therefore an individual’s positive psychology may have considerable impact upon their response to these challenges. This work investigates the relationships between effective learning and success (first-year performance and attendance) and two measures of positive psychology: Grit and the Nicolson McBride Resilience Quotient (NMRQ).Data was captured by integrating Grit (N=58) and Resilience (N=50) questionnaires and related coaching into the first-year of the undergraduate computer science programme at a single UK university. Analyses demonstrate that NMRQ is significantly linked to attendance and performance for individual subjects and year average marks; however, this was not the case for Grit. This suggests that development of targeted interventions to support students in further developing their resilience could support their learning, as well as progression and retention. Resilience could be used, in concert with other factors such as learning analytics, to augment a range of existing models to predict future student success, allowing targeted academic and pastoral support

Power, authenticity, and happiness: Evidence from Filipino college students

The present study aimed to investigate the impact of power on the subjective well being of Filipino college students using a sequential explanatory mixed methods research design. Three hundred and seventy five Filipino college students participated in the quantitative phase while 6 college students took part in the qualitative phase of the study. In the quantitative phase, results showed that: a.) power negatively predicted subjective well being b.) power positively predicted authenticity c.) authenticity negatively predicted subjective well being and d.) authenticity fully mediated the link between power and subjective well being. A more in-depth explanation of these relationships was explored using multiple case study. Member checking, peer debriefing, and inquiry auditing were also utilized to enhance the trustworthiness of the analyzed qualitative data. Findings of the qualitative phase revealed nine major themes that further elaborated the negative impact of power and authenticity on the subjective well being and the positive effect of power on the authenticity of Filipino college students. The themes that characterized the reasons on the beneficial consequence of power on authenticity include: a.) Power affords greater self-expression b.) Power heightens the ability to control others and c.) Power decreases sensitivity to others. On the other hand, the themes that described the reasons on the negative impact of authenticity on happiness include: a.) Authenticity elicits criticisms from others b.) Authenticity leads to relationship problems and c.) Authenticity leads to greater apprehensions. The themes that defined the reasons regarding the negative impact of power on happiness involve: a.) Power impairs relationship b.) Power evokes negative judgments from others and c.) Power comes with a great responsibility. The results of the quantitative and qualitative phases were integrated to generate explanations on why greater power may not always lead to happiness in a collectivist context based on the assumptions of the self-construal theory

Forgiveness, gratitude and subjective well-being among Filipino adolescents

This study examines the influence of forgiveness and gratitude on life satisfaction and subjective well-being among Filipino adolescents. Two hundred and ten (210) Filipino college students were recruited as respondents for the empirical inquiry. Results indicated that gratitude served as the most robust determinant of well-being after controlling demographic characteristics and forgiveness dimensions. Most importantly, gratitude and forgiveness of self, which is a dimension of forgiveness, predicted subjective well-being beyond the influence of the Big Five personality factors. These findings strengthened the empirical evidence that moral traits would have unique contributions on subjective well-being, even after controlling the impact of Big Five personality factors. Implications of the results are discussed in the context of counseling. © 2013 Springer Science+Business Media New York

Work-related flow dimensions differentially predict anxiety, life satisfaction, and work longevity among Filipino counselors

Flow at work was associated with optimal psychological outcomes in the organizational setting. However, previous studies have concentrated on work-related flow as an outcome rather than a catalyst of positive psychological functioning. Further, the differential impact of work-related flow domains on key outcomes was still uncharted. To address this empirical gap, the current investigation examined work-related flow dimensions as differential predictors of anxiety, life satisfaction, and work longevity among 133 Filipino guidance counselors. The results of hierarchical regression analyses have shown that work enjoyment served as a robust predictor of anxiety, life satisfaction and work longevity even after controlling for the influence of relevant demographic variables. Absorption positively predicted work longevity. However, intrinsic work motivation did not predict any outcome. Discussion points revolved around the unique theoretical contributions of the current study to the foregoing work-related flow theory and concrete practical implications to emphasize the psychological benefits of work-flow especially in the field of counseling. © 2015, Springer Science+Business Media New York