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Author: Wing-Chi Li Publisher: ISBN: 9781361336304 Category : Languages : en Pages :
Book Description
This dissertation, "Role of Psychosocial Factors on Subjective Well-being Among Primary School Teachers of Inclusive Education" by Wing-chi, Li, 李詠芝, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: The author examined the effect of personality traits and the buffering effect of social support on psychological well-being of primary school teachers in inclusive education in Hong Kong. A sample of 200 Chinese teachers was surveyed. Hierarchical regression analysis showed that neuroticism was highly correlated with and accounted for depression, anxiety, and burnout in our sample. Family support was found to have significant main effect on depression (R = 48%, ΔR = 3%), and anxiety (R = 63%, ΔR = 2%) when the main effects of neuroticism were partialled out. Significant moderating effect of family support on the relationship between neuroticism and depression was found. To further investigate the effect of marital status on this buffering model, hierarchical regression analysis was conducted with teachers who were married and those who were single, respectively. The analyses revealed significant main effects of neuroticism regardless of teachers' marital status. Significant main effect of family support and interaction Neuroticism x Family Support were only found for married teachers. These findings have implications that family support was an important factor in mitigating psychological distress particularly for teachers who were married and reported high level of neuroticism. Interventions of enhancing family support and school support were discussed. DOI: 10.5353/th_b5156718 Subjects: Quality of life Primary school teachers - Psychology Inclusive education Well-being
Author: Wing-Chi Li Publisher: ISBN: 9781361336304 Category : Languages : en Pages :
Book Description
This dissertation, "Role of Psychosocial Factors on Subjective Well-being Among Primary School Teachers of Inclusive Education" by Wing-chi, Li, 李詠芝, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: The author examined the effect of personality traits and the buffering effect of social support on psychological well-being of primary school teachers in inclusive education in Hong Kong. A sample of 200 Chinese teachers was surveyed. Hierarchical regression analysis showed that neuroticism was highly correlated with and accounted for depression, anxiety, and burnout in our sample. Family support was found to have significant main effect on depression (R = 48%, ΔR = 3%), and anxiety (R = 63%, ΔR = 2%) when the main effects of neuroticism were partialled out. Significant moderating effect of family support on the relationship between neuroticism and depression was found. To further investigate the effect of marital status on this buffering model, hierarchical regression analysis was conducted with teachers who were married and those who were single, respectively. The analyses revealed significant main effects of neuroticism regardless of teachers' marital status. Significant main effect of family support and interaction Neuroticism x Family Support were only found for married teachers. These findings have implications that family support was an important factor in mitigating psychological distress particularly for teachers who were married and reported high level of neuroticism. Interventions of enhancing family support and school support were discussed. DOI: 10.5353/th_b5156718 Subjects: Quality of life Primary school teachers - Psychology Inclusive education Well-being
Author: Emily J. Wingate Publisher: ISBN: Category : Classroom environment Languages : en Pages : 157
Book Description
In line with the positive psychology movement and the dual factor model of mental health, professionals are increasingly compelled to consider not only mechanisms through which mental distress can be alleviated, but also pathways through which students wellness can be fostered. While research in this area has primarily focused on positive indicators of adults and adolescents mental health, there is a need to address those factors that contribute to the wellness of elementary-aged youth. Participants in the current study included 179 fourth and fifth grade students from an elementary school located in a southeastern state. For this secondary analysis, a mixed methods approach with an explanatory design was adopted to investigate both the quantitative relationship between school social support variables (i.e., Teacher-Student Relations, Teacher Support, Classmate Support) and students subjective well-being (SWB; i.e., happiness), as well as qualitative responses of students and teachers regarding displays of support and care in the classroom. Results provide support for the existence of a relationship between Classmate and Teacher Support and elementary students subjective well-being, with student perceptions of Instrumental and Emotional Classmate Support and Teacher Emotional Support as unique contributors to student subjective well-being. Qualitative results supplement quantitative findings by highlighting the salience of forms of Instrumental and Emotional Support in discussions of both Teacher and Classmate Support and care. These findings add to the current knowledge base on how building supportive relationships may be incorporated in prevention efforts aimed at fostering a positive school climate and enhancing students complete mental health.
Author: Caterina Fiorilli Publisher: Frontiers Media SA ISBN: 2889660648 Category : Psychology Languages : en Pages : 288
Book Description
This eBook is a collection of articles from a Frontiers Research Topic. Frontiers Research Topics are very popular trademarks of the Frontiers Journals Series: they are collections of at least ten articles, all centered on a particular subject. With their unique mix of varied contributions from Original Research to Review Articles, Frontiers Research Topics unify the most influential researchers, the latest key findings and historical advances in a hot research area! Find out more on how to host your own Frontiers Research Topic or contribute to one as an author by contacting the Frontiers Editorial Office: frontiersin.org/about/contact.
Author: Arif Mahmud Publisher: Routledge ISBN: 1000591441 Category : Education Languages : en Pages : 220
Book Description
Teachers see the impact of pupils’ mental wellbeing on the experience of school every day. But often there is not enough practical advice on what can be done to support pupils who might need help and especially for pupils from diverse backgrounds, who might face unique challenges. This important book is a practice-facing, evidence-based guide for teachers, support staff, education students, and schools, giving advice on the ways in which we can support the mental wellbeing of pupils from diverse backgrounds. Bringing together advice and strategies for supporting pupil mental health and wellbeing, this book makes accessible key knowledge about mental health and examines how this might vary in different pupil populations by exploring the unique challenges for disadvantaged and minority pupils. Offering valuable insights into the diverse nature of pupils’ mental health experiences, each chapter provides practical suggestions and approaches that teachers can use in the classroom, and schools can adopt into their pastoral care systems. Including real-life case studies and key takeaways, Mental Wellbeing in Schools will be valuable reading for teachers in primary and secondary schools as well as school leaders.
Author: Faye McCallum Publisher: Routledge ISBN: 1317643356 Category : Education Languages : en Pages : 247
Book Description
At the core of education, the notion of wellbeing permeates both learner and teacher wellbeing. This book explores the central role and responsibility of education in ensuring the wellbeing of children and young people. Through the employment of vignettes, proactive educational wellbeing initiatives are provided to address issues pertaining to learner and teacher wellbeing, mainstream classrooms, educational marginalisation, disabilities, cyber citizens, initial teacher education and rural education. Through employing diverging theoretical approaches of; expectancy x value theory; ecological systems theory and community practices across digital imagery; case studies; questionnaires and survey methodology, the key message of the centrality of wellbeing to educational success pervades. This book provides a critical engagement with the educational discourse of wellbeing, whilst addressing issues impacting on wellbeing with worldwide implications. It offers a unique insight into both learner and teacher wellbeing and how education can contribute to enhancing wellbeing outcomes for society in general.
Author: Simon Matthew Herd Publisher: ISBN: 9781361030523 Category : Languages : en Pages :
Book Description
This dissertation, "The Educational Domain of Subjective Well-being: Perceptions of Hong Kong International and Local Primary School Students" by Simon Matthew, Herd, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: Quality of education is often measured in objective terms such as standardised tests scores or employability but education is much more, being part of a wider socialisation process. Ignoring subjective aspects of student educational experiences may result in reductive forms of evaluation which fail to take into account the holistic, psycho-social and emotional development of school-aged children at this specific and important stage in life. In Hong Kong there appears to be a trade-off between high levels of objective educational performance and lower levels of student subjective wellbeing a point which is highlighted by the current dissensions over the continuation or not of the Territory-wide Systems Assessment. This research compares two groups of Hong Kong primary school students and how their respective school and home educational environments affect levels of Subjective Educational Wellbeing (SEWB). Survey-based research was employed to gauge student perceptions and the findings were triangulated and contextualized with documentary analysis and observations. SEWB and explanatory factors showed stronger inter-group rather than intra-group variance and the null hypothesis was rejected with the International School having a statistically significantly higher level of SEWB. Student perceptions of School Conditions factors served as the strongest predictor of SEWB scores. This finding is of significance in that it demonstrates how differing educational environments result in variations of subjective wellbeing, a crucial component of a socially sustainable education. Subjects: Well being - China - Hong Kong School children - China - Hong Kong - Psychology
Author: Paolo Riva Publisher: Springer ISBN: 3319330330 Category : Psychology Languages : en Pages : 304
Book Description
From ostracism on the playground to romantic rejection, bullying at work, and social disregard for the aged, individuals are at constant risk of experiencing instances of social exclusion, including ostracism, rejection, dehumanization, and discrimination. These phenomena have a powerful impact as testified by their immediate influence on people’s thoughts, emotions, and behaviors. Social Exclusion: Psychological Approaches to Understanding and Reducing Its Impact investigates different psychological approaches, across multiple psychological subdisciplines, to understanding the causes and consequences of social exclusion and possible ways to reduce or buffer against its negative effects. The purpose of this volume is threefold. First, it lays the groundwork for the understanding of social exclusion research; reviewing the different instances of social exclusion in everyday life and methods to experimentally investigate them. Second, this volume brings together different psychological approaches to the topic of social exclusion. Leading scholars from around the world contribute perspectives from social psychology, social neuroscience, developmental psychology, educational psychology, work and organizational psychology, clinical psychology, and social gerontology to provide a comprehensive overview of social exclusion research in different psychological subdisciplines. Taken together, these chapters are conducive to the important development of new and more integrative research models on social exclusion. Finally, this volume discusses psychological strategies such as emotion regulation, psychological resources, and brain mechanisms that can reduce or buffer against the negative consequences of social exclusion. From school shootings to domestic violence, from cognitive impairment to suicide attempts, the negative impact of social exclusion has been widely documented. Thus, from an applied perspective, knowing potential ways to mitigate the negative effects of social exclusion can have a significant positive influence on people’s—and society’s—well-being. Overall, this book provides the reader with the knowledge to understand the impact of social exclusion and with tools to address it across many different contexts. Importantly, Social Exclusion: Psychological Approaches to Understanding and Reducing Its Impact aims to bridge the gap between the approaches of different psychological subdisciplines to this topic, working towards a comprehensive, integrative model of social exclusion.
Author: Mollie McCullough Headley Publisher: ISBN: Category : Elementary school teachers Languages : en Pages : 354
Book Description
Teaching is considered one of the most challenging professions, often associated with high levels of occupational stress and job turnover that perpetuates additional negative outcomes including depleted funding for school districts, poor education quality, and reduced student academic performance. Research shows that teachers are an integral part of the classroom with the power to positively influence students perceived classroom support and emotional competence (Jennings & Greenberg, 2009). Positive psychology has facilitated school-based initiatives that foster feelings of subjective well-being (happiness) through the implementation of brief, scripted activities (i.e., Positive Psychology Interventions; PPIs) that reflect the thoughts and behaviors of happy people (Layous & Lyubomirsky, 2014). Studies have demonstrated the positive impact of positive psychology interventions (PPIs) for adults (Bolier et al., 2013) and youth including a multicomponent, multitarget PPI (i.e., Well-Being Promotion Program) that improves students well-being (Suldo et al., 2015). McCulloughs (2015) investigation of the efficacy of a strengths-based intervention (Utilizing Signature Strengths in New Ways) on elementary teachers well-being revealed promising effects on teacher reduced emotional distress, increased life and work satisfaction, and SWB. This study examined the additive impact of teachers participation in the brief strengths-based teacher intervention (SBTI) on elementary students social and emotional outcomes, as reflected in levels of SWB, psychopathology, as well as classroom engagement and relationships among teachers and students. Concurrently, these elementary students took part in a Classwide Well-Being Promotion Program, a 10-week intervention targeting a variety of positive psychological constructs (i.e., positive relationships, gratitude, kindness, character strengths, hope) with additional parent and teacher components. A total of 7 classes (4 fifth grade; 3 fourth grade) within one large elementary school received the classwide, multicomponent student intervention in spring 2016, while 3 teachers were randomly assigned to participate in the SBTI concurrently. Follow-up analyses examined group differences on the variables of interest for the combined intervention (WBPP + SBTI) group, relative to classes of students engaged in the classwide-only intervention (WBPP). At immediate post-intervention, results revealed that classes of students participating in the combined intervention group did not demonstrate significantly improved student-reported life satisfaction, positive or negative affect, classmate or teacher support, emotional or behavioral engagement, nor teacher-reported relationship satisfaction, instrumental help, and emotional or behavioral engagement relative to the classwide-only intervention group. Additionally, students in classes within the combined approach reported statistically higher levels of negative affect and reduced levels of perceived teacher support relative to a classwide-only intervention group at immediate post-intervention, although the unexpected impact on negative affect appeared driven by data from students in the class led by a teacher with questionable fidelity of intervention implementation. Results of this study do not provide support that targeting teachers well-being through the SBTI may promote superior student outcomes for students concurrently engaged in the WBPP. Nonetheless, high levels of treatment acceptability reported by teachers and students participating in the combined intervention, as well as limitations to the study design, justify further investigation on the impact of targeting both teacher and student well-being in the context of positive psychological practices.
Author: Wing-Chi Li
Author: Wing-Chi Li
Author: 李詠芝
Author: Emily J. Wingate
Author: Caterina Fiorilli
Author: Arif Mahmud
Author: Sabine Pirchio
Author: Faye McCallum
Author: Simon Matthew Herd
Author: Paolo Riva
Author: Mollie McCullough Headley