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Lee ASY, Fung WK, Daep Datu JA, Chung KKH. Well-Being Profiles of Pre-service Teachers in Hong Kong: Associations with Teachers' Self-Efficacy During the COVID-19 Pandemic. Psychol Rep 2024; 127:1009-1031. [PMID: 36241189 PMCID: PMC9574529 DOI: 10.1177/00332941221127631] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
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-efficacy.
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Affiliation(s)
- Alfred S Y Lee
- Centre for Child and Family Science, The Education University of Hong Kong, Hong Kong
| | | | - Jesus Alfonso Daep Datu
- Department of Special Education and Counselling, The Education University of Hong Kong, Hong Kong
| | - Kevin Kien Hoa Chung
- Department of Early Childhood Education, The Education University of Hong Kong, Hong Kong
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Lee ASY, Fung WK, Chan DKC, Chung KKH. The effectiveness of a positive psychological intervention for promoting preschool teachers' well-being and professional competence: EASP intervention program. Appl Psychol Health Well Being 2024. [PMID: 38646948 DOI: 10.1111/aphw.12544] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/07/2024] [Accepted: 03/26/2024] [Indexed: 04/25/2024]
Abstract
The present study investigated the effectiveness of the Early Advancement in Social-Emotional Health and Positivity (EASP) program, a positive psychological intervention promoting preschool teachers' well-being and the motivational aspect of professional competence. Participants were 273 in-service preschool teachers (Mage = 34.56 years, SD = 9.52, range = 22-58; female = 98.90%) who participated in a 2-month randomized controlled trial. Participants were randomly assigned to the intervention group (n = 143) receiving 1) four online workshops, 2) a smartphone app, and 3) an online activity, or to the wait-list control group (n = 130), which received the intervention materials after all the data collection. Participants reported their well-being dimensions, teaching self-efficacy, and autonomous motivation for teaching before and after the intervention. Results from a path analytic model exhibited excellent fit with the data, χ2 = 37.62, df = 33, CFI = .99, TLI = .98, RMSEA = .02 [90% CI = 0.00, 0.05], SRMR = .02. The intervention had direct effects on changes in well-being dimensions, including positivity, outcome, strength, engagement, and resilience (β = .14 to .26, ps = .00 to .04), and indirect intervention effects on changes in teaching self-efficacy and autonomous motivation for teaching (β = .14 to .15, ps = .00 to .01). These findings highlighted the potential value of implementing positive psychological interventions in educational settings to promote the well-being and professional competence among preschool teachers.
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Affiliation(s)
- Alfred S Y Lee
- Department of Rehabilitation Sciences, The Hong Kong Polytechnic University, Hong Kong
- Centre for Child and Family Science, The Education University of Hong Kong, Hong Kong
| | - Wing Kai Fung
- Early Childhood, School of Education, Liverpool Hope University, Liverpool, UK
| | - Derwin K C Chan
- Centre for Child and Family Science, The Education University of Hong Kong, Hong Kong
- Department of Early Childhood Education, The Education University of Hong Kong, Hong Kong
| | - Kevin Kien Hoa Chung
- Centre for Child and Family Science, The Education University of Hong Kong, Hong Kong
- Department of Early Childhood Education, The Education University of Hong Kong, Hong Kong
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Lee ASY, Xu SS, Yung PSH, Ong MTY, Chan CCH, Chung JSK, Chan DKC. Tracking and predicting the treatment adherence of patients under rehabilitation: a three-wave longitudinal validation study for the Rehabilitation Adherence Inventory. Front Psychol 2024; 15:1284745. [PMID: 38680288 PMCID: PMC11049428 DOI: 10.3389/fpsyg.2024.1284745] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/31/2023] [Accepted: 03/22/2024] [Indexed: 05/01/2024] Open
Abstract
This study aimed to develop and validate a new measurement tool, the Rehabilitation Adherence Inventory (RAI), to measure patients' rehabilitation adherence. We recruited 236 patients with anterior cruciate ligament (ACL) ruptures from the United Kingdom (Mage = 33.58 ± 10.03, range = 18 to 59; female = 46.2%). Participants completed a survey, that measured their rehabilitation adherence, rehabilitation volume, psychological needs support, autonomous motivation, and intention at baseline, and at the 2nd and 4th month. Factorial, convergent, discriminant, concurrent, predictive, ecological validity and test-retest reliability of the RAI were tested via exploratory factor analysis (EFA), confirmatory factor analysis (CFA), and structural equation modelling (SEM). All the EFAs, CFAs, and SEMs yielded acceptable to excellent goodness-of-fit, χ2 = 10.51 to 224.12, df = 9 to 161, CFI > 0.95, TLI > 0.95, RMSEA <0.09 [90%C I < 0.06 to 0.12], SRMR <0.04. Results fully supported the RAI's factorial, convergent, discriminant, and ecological validity, and test-retest reliability. The concurrent and predictive validity of the RAI was only partially supported because the RAI scores at baseline was positively associated with rehabilitation frequency at all time points (r = 0.34 to 0.38, p < 0.001), but its corresponding associations with rehabilitation duration were not statistically significant (p = 0.07 to 0.93). Overall, our findings suggest that this six-item RAI is a reliable and valid tool for evaluating patients' rehabilitation adherence.
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Affiliation(s)
- Alfred S. Y. Lee
- Department of Rehabilitation Sciences, The Hong Kong Polytechnic University, Kowloon, Hong Kong SAR, China
- Centre for Child and Family Science, The Education University of Hong Kong, New Territories, Hong Kong SAR, China
| | - Shebe Siwei Xu
- Department of Early Childhood Education, The Education University of Hong Kong, New Territories, Hong Kong SAR, China
| | - Patrick S. H. Yung
- Department of Orthopaedics and Traumatology, The Chinese University of Hong Kong, Shatin, Hong Kong SAR, China
| | - Michael T. Y. Ong
- Department of Orthopaedics and Traumatology, The Chinese University of Hong Kong, Shatin, Hong Kong SAR, China
| | - Chetwyn C. H. Chan
- Department of Psychology, The Education University of Hong Kong, New Territories, Hong Kong SAR, China
| | - Joan S. K. Chung
- Department of Early Childhood Education, The Education University of Hong Kong, New Territories, Hong Kong SAR, China
| | - Derwin K. C. Chan
- Department of Early Childhood Education, The Education University of Hong Kong, New Territories, Hong Kong SAR, China
- Department of Orthopaedics and Traumatology, The Chinese University of Hong Kong, Shatin, Hong Kong SAR, China
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Chung KKH, Lam CB, Chan KSC, Lee ASY, Liu CC, Wang LC. Are General Anxiety, Reading Anxiety, and Reading Self-Concept Linked to Reading Skills Among Chinese Adolescents With and Without Dyslexia? J Learn Disabil 2024; 57:106-119. [PMID: 37415489 DOI: 10.1177/00222194231181914] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 07/08/2023]
Abstract
This study investigated the cross-sectional relationships between reading-related affective and cognitive factors and reading skills among adolescents with and without dyslexia. Participants were 120 Chinese-speaking eighth graders, including 60 adolescents with dyslexia and 60 typically developing adolescents from Hong Kong, China. Adolescents completed questionnaires on general anxiety, reading anxiety, and reading self-concept. They were also assessed on measures of rapid digit naming, verbal working memory, word reading, reading fluency, and reading comprehension. The results showed that readers with dyslexia reported higher levels of general anxiety and reading anxiety and lower levels of reading self-concept than typical readers. They also showed difficulties in rapid digit naming and verbal working memory. Importantly, controlling for rapid digit naming and verbal working memory, reading self-concept was uniquely associated with word reading and reading fluency for readers with and without dyslexia. Furthermore, reading anxiety and reading self-concept were uniquely associated with reading comprehension for the two groups of readers. The findings point to the importance of considering affective factors when examining the reading skills of Chinese readers and the utility of targeting these factors when supporting the learning of adolescents with and without dyslexia.
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Affiliation(s)
| | - Chun Bun Lam
- The Education University of Hong Kong, Tai Po, Hong Kong
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Lee ASY, Datu JAD, Chung KKH, Fung WK, Cheung RYM. Can a multicomponent positive psychological intervention promote well-being in parents of young children? A randomized controlled trial study in Hong Kong. Fam Process 2024. [PMID: 38417912 DOI: 10.1111/famp.12979] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Subscribe] [Scholar Register] [Received: 01/05/2023] [Revised: 01/28/2024] [Accepted: 01/30/2024] [Indexed: 03/01/2024]
Abstract
The present research examined the effects of an Early Advancement in Social-Emotional Health and Positivity (EASP) multicomponent positive psychological intervention on parents' well-being in Hong Kong. Participants were parents of young children (N = 120; Mage = 37.19 years, SD = 4.71, range = 24-53; female = 95.00%) who participated in the one-month randomized control trial. Participants were randomly assigned into the intervention (n = 50) and waitlist control groups (n = 70). Parents in the intervention group received two online workshops and an evidence-based smartphone application that targeted four positive psychological skills: (1) mindful parenting, (2) hope, (3) positive reappraisal, and (4) growth mindset. The results of the multivariate regression analysis revealed that the intervention significantly improved various dimensions of participants' positive psychological skills, subjective well-being, and psychological well-being immediately at the conclusion of the program. The findings of this study underscore the importance of the well-being payoffs linked to cultivating positive psychological skills among parents of young children.
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Affiliation(s)
- Alfred S Y Lee
- Department of Rehabilitation Sciences, The Hong Kong Polytechnic University, Kowloon, Hong Kong
- Centre for Child and Family Science, The Education University of Hong Kong, Tai Po, Hong Kong
| | - Jesus Alfonso Daep Datu
- Academic Unit of Human Communication, Learning, and Development, The University of Hong Kong, Pokfulam, Hong Kong
- Centre for Advancement in Inclusive and Special Education, The University of Hong Kong, Pokfulam, Hong Kong
| | - Kevin Kien Hoa Chung
- Centre for Child and Family Science, The Education University of Hong Kong, Tai Po, Hong Kong
- Department of Early Childhood Education, The Education University of Hong Kong, Tai Po, Hong Kong
| | - Wing Kai Fung
- School of Education, Liverpool Hope University, Liverpool, United Kingdom
| | - Ryan Yat Ming Cheung
- Centre for Child and Family Science, The Education University of Hong Kong, Tai Po, Hong Kong
- Division of Educational Psychology, Hong Kong Psychological Society, Kowloon, Hong Kong
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Datu JAD, Lee ASY, Chung KKH. Leveraging technology for pre-service teachers' well-being: The effectiveness of a multicomponent positive psychology intervention in pre-service preschool teachers in Hong Kong. Appl Psychol Health Well Being 2023; 15:1446-1471. [PMID: 37062927 DOI: 10.1111/aphw.12446] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/13/2022] [Accepted: 03/30/2023] [Indexed: 04/18/2023]
Abstract
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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Affiliation(s)
- Jesus Alfonso Daep Datu
- Department of Special Education and Counselling, The Education University of Hong Kong, Tai Po, Hong Kong
| | - Alfred S Y Lee
- Centre for Child and Family Science, The Education University of Hong Kong, Tai Po, Hong Kong
| | - Kevin Kien Hoa Chung
- Centre for Child and Family Science, The Education University of Hong Kong, Tai Po, Hong Kong
- Department of Early Childhood Education, The Education University of Hong Kong, Tai Po, Hong Kong
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Lee ASY, Shu-Hang Yung P, Ong MTY, Lonsdale C, Wong TWL, Siu PM, Hagger MS, Chan DKC. Effectiveness of a theory-driven mHealth intervention in promoting post-surgery rehabilitation adherence in patients who had anterior cruciate ligament reconstruction: A randomized clinical trial. Soc Sci Med 2023; 335:116219. [PMID: 37716185 DOI: 10.1016/j.socscimed.2023.116219] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/25/2022] [Revised: 05/12/2023] [Accepted: 09/01/2023] [Indexed: 09/18/2023]
Abstract
RATIONALE Patients with anterior cruciate ligament (ACL) reconstruction often have poor adherence to post-surgery rehabilitation. OBJECTIVE This study applied the integrated model of self-determination theory and the theory of planned behavior to examine the effects of a smartphone-delivered intervention on the recovery outcomes of patients with an ACL rupture during post-surgery rehabilitation period. Additionally, we explored the effects of the intervention on participants with different beliefs toward rehabilitation at baseline. METHODS The randomized control trial recruited 96 eligible participants (M age = 27.82 years, SD = 8.73; female = 39%) who underwent ACL reconstruction surgery. Participants were randomly assigned to an intervention group (n = 41), which received standard post-surgical treatment (usual-care) and smartphone application ("ACL-Well"), or a usual-care control group (n = 55). The primary outcomes were recovery outcomes from ACL surgery measured by knee muscle strength and laxity, and subjective knee evaluation completed 4-month post-intervention. Secondary outcomes were the psychological and behavioral outcomes measured at baseline, at 2- and 4-month post-intervention. RESULTS ANCOVA indicated no significant between-group differences in primary outcomes: knee muscle strength, knee laxity and subjective knee evaluation, Fs(1, 27 to 55) = 0.01 to 1.36, p = .25 to .99, η2 = 0.01 to 0.03. For the secondary outcomes, growth mixture modelling revealed self-determined treatment motivation declined significantly over the intervention period in the control group (M slope = -0.39 to -0.12, p = .01 to .04), but not in the intervention group (M slope = -0.19 to -0.08, p = .06 to .38). CONCLUSIONS The smartphone application fell short in promoting orthopedic outpatients' recovery outcomes. Yet, it shows some promises as a mean to maintain patients' motivation and adherence to treatment.
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Affiliation(s)
- Alfred S Y Lee
- Centre for Child and Family Science, The Education University of Hong Kong, Hong Kong, China
| | - Patrick Shu-Hang Yung
- Department of Orthopaedics and Traumatology, The Chinese University of Hong Kong, Hong Kong, China
| | - Michael Tim-Yun Ong
- Department of Orthopaedics and Traumatology, The Chinese University of Hong Kong, Hong Kong, China
| | - Chris Lonsdale
- Institute for Positive Psychology and Education, Australian Catholic University, North Sydney, Australia
| | - Thomson W L Wong
- Department of Rehabilitation Sciences, The Hong Kong Polytechnic University, Hong Kong, China
| | - Parco M Siu
- Division of Kinesiology, School of Public Health, The University of Hong Kong, Hong Kong, China
| | - Martin S Hagger
- SHARPP Lab, Psychological Sciences, University of California, Merced, USA; Health Sciences Research Institute, University of California, Merced, USA; Faculty of Sport and Health Sciences, University of Jyväskylä, Jyväskylä, Finland; School of Applied Psychology, Griffith University, Mt. Gravatt, Australia
| | - Derwin K C Chan
- Faculty of Education and Human Development, The Education University of Hong Kong, Hong Kong, China.
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Su DLY, Tang TCW, Chung JSK, Lee ASY, Capio CM, Chan DKC. Parental Influence on Child and Adolescent Physical Activity Level: A Meta-Analysis. Int J Environ Res Public Health 2022; 19:ijerph192416861. [PMID: 36554746 PMCID: PMC9778652 DOI: 10.3390/ijerph192416861] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/21/2022] [Revised: 11/29/2022] [Accepted: 11/30/2022] [Indexed: 05/28/2023]
Abstract
Parents are often regarded as one of the significant social agents who are important to the participation of physical activity (PA) among children and adolescents. However, within the literature, the relationships between parental influences and child and adolescent PA have been inconclusive and discordant. The purpose of this meta-analysis was to quantify and synthesize the associations between parental social influences (positive parental influence, punishment, and discouragement) and the PA level of children and adolescents. Through a systematic literature search using PsycINFO, Web of Science, PubMed, ProQuest, and SPORTDiscus databases, we identified 112 eligible studies and subsequently extracted 741 effect sizes for our analysis. Multilevel meta-analysis showed that the corrected zero-order correlation of positive parental influence was positive and statistically significant, r = 0.202, SE = 0.014, t = 14.975, p < 0.001, 95% confidence interval (CI) = [0.176, 0.228]. Further moderation analysis also found that this was significantly moderated by parental gender (maternal vs. paternal), respondent of influence measure (parent-reported vs. child-reported), and type of PA measure (subjective vs. objective). The corrected zero-order correlations of negative parental influences (i.e., punishment and discouragement) were not statistically significant, and no significant moderation effects were observed. The findings of our meta-analysis showed that children and adolescents had higher PA levels when their parents supported PA participation by exerting positive social influence. Punishment and discouragement against PA by parents did not appear to be significantly associated with the PA level of children and adolescents. The findings of negative parental social influence were mixed and required further investigations.
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Affiliation(s)
- Diana L. Y. Su
- Department of Early Childhood Education, The Education University of Hong Kong, Hong Kong, China
| | - Tracy C. W. Tang
- Centre for Child and Family Science, The Education University of Hong Kong, Hong Kong, China
| | - Joan S. K. Chung
- Centre for Child and Family Science, The Education University of Hong Kong, Hong Kong, China
| | - Alfred S. Y. Lee
- Centre for Child and Family Science, The Education University of Hong Kong, Hong Kong, China
| | - Catherine M. Capio
- Centre for Educational and Developmental Sciences, The Education University of Hong Kong, Hong Kong, China
- Department of Health Science, Ateneo de Manila University, Quezon City 1108, Philippines
| | - Derwin K. C. Chan
- Department of Early Childhood Education, The Education University of Hong Kong, Hong Kong, China
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Lee ASY, Sun Y, Chung KKH. Linking University Students' Mindfulness to Positive Adjustment Amidst COVID-19 Pandemic: a 6-month Cross-Lagged Panel Design. Mindfulness (N Y) 2022; 13:3080-3090. [PMID: 36340968 PMCID: PMC9628522 DOI: 10.1007/s12671-022-02014-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 10/20/2022] [Indexed: 11/21/2022]
Abstract
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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Affiliation(s)
- Alfred S. Y. Lee
- Centre for Child and Family Science, The Education University of Hong Kong, Taipo, Hong Kong
| | - Yao Sun
- Department of Psychology, University of Maryland, Baltimore County, MD USA
| | - Kevin Kien Hoa Chung
- Centre for Child and Family Science, The Education University of Hong Kong, Taipo, Hong Kong
- Department of Early Childhood Education, The Education University of Hong Kong, Taipo, Hong Kong
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Datu JAD, Lee ASY, Fung WK, Cheung RYM, Chung KKH. Prospering in the midst of the COVID-19 pandemic: The effects of PROSPER-based intervention on psychological outcomes among preschool teachers. J Sch Psychol 2022; 94:66-82. [PMID: 36064216 PMCID: PMC9376344 DOI: 10.1016/j.jsp.2022.08.003] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/21/2021] [Revised: 05/30/2022] [Accepted: 08/09/2022] [Indexed: 11/18/2022]
Abstract
The growing concerns regarding the risks of transmitting the COVID-19 virus have intensified the job-related stressors commonly encountered by teachers in various cultural contexts. Evidence shows how the COVID-19 crisis has negatively impacted teachers' mental health outcomes such as stress, depression, and quality of life, which highlights the significance of designing psychological programs to boost teachers' well-being. This study examined the effects of a well-being intervention based on the Positivity, Relationship, Outcomes, Strength, Purpose, Engagement, and Resilience (PROSPER) framework on well-being outcomes among 76 in-service teachers (Mage = 26.05 years, SD = 4.71, range = 20–45; female = 93.4%) in Hong Kong. Participants completed survey measures associated with the seven PROSPER outcomes at baseline and 2-month follow-up. Multivariate regression analysis indicated that there were statistically significant multivariate effects for intervention conditions, Wilks' Lambda F(7, 58) = 4.50, p = .01. Results demonstrated that teachers who were assigned to the intervention condition (n = 36) had significantly higher scores than those in the control condition (n = 40) on positivity (b = 0.41, 95% CI [0.16, 0.65], p = .01), strength (b = 0.62, 95% CI [0.23, 1.01], p = .01), purpose (b = 0.61, 95% CI [0.18, 1.04], p = .01), and resilience (b = 0.57, 95% CI [0.07, 1.07], p = .04). Our findings provide evidence on the mental health benefits of the PROSPER-based psychological intervention program for preschool teachers.
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Affiliation(s)
- Jesus Alfonso D Datu
- Department of Special Education and Counselling, The Education University of Hong Kong, Hong Kong, China
| | - Alfred S Y Lee
- Centre for Child and Family Science, The Education University of Hong Kong, Hong Kong, China.
| | | | - Ryan Yat Ming Cheung
- Centre for Child and Family Science, The Education University of Hong Kong, Hong Kong, China; Division of Educational Psychology, Hong Kong Psychological Society, Hong Kong, China
| | - Kevin Kien Hoa Chung
- Centre for Child and Family Science, The Education University of Hong Kong, Hong Kong, China; Department of Early Childhood Education, The Education University of Hong Kong, Hong Kong, China
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Lee ASY, Standage M, Hagger MS, Chan DKC. Applying the trans-contextual model to promote sport injury prevention behaviors among secondary school students. Scand J Med Sci Sports 2021; 31:1840-1852. [PMID: 34174104 PMCID: PMC8456917 DOI: 10.1111/sms.14002] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/27/2021] [Accepted: 05/31/2021] [Indexed: 12/12/2022]
Abstract
The current study tested the effects of an intervention based on the trans‐contextual model (TCM) on secondary school PE students’ sport injury prevention behavior and on theory‐based motivational and social cognition mediators. Participants were PE students (N = 1168; Mage = 13.322 ± 1.045, range = 12–16; female = 51.721%) who participated in a 3‐month cluster‐randomized controlled trial. Schools were randomly assigned to a treatment group, in which PE teachers received training to be more supportive of psychological needs in teaching sport injury prevention, or a control group, in which PE teachers received no training. Participants completed survey measures of TCM variables and self‐reported sport injury prevention behavior at baseline and at 3‐month post‐intervention follow‐up. The proposed TCM model exhibited adequate fit with the data, χ2 = 143.080 (df = 19), CFI = 0.956, TLI = 0.916, RMSEA = 0.078 (90% CI = 0.066–0.090), and SRMR = 0.058. We found positive, statistically significant direct intervention effects on changes in perceived psychological need support (β = 0.064, p = 0.020). We also found positive, significant direct (β = 0.086–0.599, p < 0.001) and indirect (β = 0.002–0.027, p = 0.020–0.032) intervention effects on changes in TCM variables and behaviors to prevent sport injuries. Our findings support the TCM as a useful framework for building an intervention for promoting sport injury prevention behaviors among secondary school students.
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Affiliation(s)
- Alfred S Y Lee
- Centre for Child and Family Science, Faculty of Education and Human Development, The Education University of Hong Kong, Hong Kong.,School of Public Health, The University of Hong Kong, Hong Kong
| | - Martyn Standage
- Centre for Motivation and Health Behaviour Change, Department for Health, University of Bath, Bath, UK
| | - Martin S Hagger
- SHARPP Lab, Psychological Sciences, University of California, Merced, CA, USA.,Faculty of Sport and Health Sciences, University of Jyväskylä, Jyväskylä, Finland
| | - Derwin K C Chan
- Centre for Child and Family Science, Faculty of Education and Human Development, The Education University of Hong Kong, Hong Kong.,School of Public Health, The University of Hong Kong, Hong Kong.,School of Psychology, Curtin University, Perth, WA, Australia
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Lee ASY, Standage M, Hagger MS, Chan DKC. Predictors of in-school and out-of-school sport injury prevention: A test of the trans-contextual model. Scand J Med Sci Sports 2020; 31:215-225. [PMID: 32939848 PMCID: PMC7756760 DOI: 10.1111/sms.13826] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/10/2020] [Revised: 08/20/2020] [Accepted: 09/04/2020] [Indexed: 11/28/2022]
Abstract
The current study aimed to predict secondary school students’ motivation toward sport injury prevention in “in‐school” and “out‐of‐school” contexts, and their sport injury prevention behavior at 3‐month follow‐up using the trans‐contextual model (TCM). Hong Kong secondary school students (N = 1566; mean age = 13.34 years, range = 11 to 19; female = 49.42%) were recruited. Participants were asked to complete a survey comprising previously validated scales measuring TCM constructs at baseline and a measure of sport injury prevention behavior at follow‐up three months later. Structural equation modeling (SEM) was used to examine the hypothesized paths among TCM constructs. A SEM specifying hypothesized paths among TCM variables showed acceptable fit with the data (χ2(29) = 418.55, CFI = .93, TLI = .90, and RMSEA = .09, 90% CI [.09, .10], and SRMR = .05). Findings supported tenets of the TCM: the effects of perceived autonomy support from PE teachers on in‐school autonomous motivation toward injury prevention, the trans‐contextual relationship between students' “in‐school” and “out‐of‐school” autonomous motivation toward injury prevention, and the effects of autonomous motivation toward injury prevention on social cognitive variables and subsequent sport injury prevention behaviors. Results supported the tenets proposed within the TCM in predicting students' “in‐school” and “out‐of‐school” autonomous motivation toward sport injury prevention. Findings underscore the potential importance of autonomy support from PE teachers in facilitating students’ sport injury prevention behaviors. Further longitudinal and intervention research is warranted to establish temporal and causal effects of TCM variables in sport injury prevention.
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Affiliation(s)
- Alfred S Y Lee
- School of Public Health, The University of Hong Kong, Hong Kong, China
| | - Martyn Standage
- Centre for Motivation and Health Behaviour Change, Department for Health, University of Bath, Bath, UK
| | - Martin S Hagger
- SHARPP Lab, Psychological Sciences, University of California, Merced, CA, USA.,Faculty of Sport and Health Sciences, University of University of Jyväskylä, Jyväskylä, Finland
| | - Derwin K C Chan
- School of Public Health, The University of Hong Kong, Hong Kong, China.,Faculty of Education and Human Development, The Education University of Hong Kong, Hong Kong, China.,School of Psychology, Curtin University, Perth, WA, Australia
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Lee ASY, Standage M, Hagger MS, Chan DKC. Sport injury prevention in-school and out-of-school? A qualitative investigation of the trans-contextual model. PLoS One 2019; 14:e0222015. [PMID: 31490982 PMCID: PMC6730904 DOI: 10.1371/journal.pone.0222015] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/17/2019] [Accepted: 08/20/2019] [Indexed: 11/23/2022] Open
Abstract
OBJECTIVE To investigate junior secondary school students' experiences and perspectives of in-school and out-of-school sport-safety, with a particular focus on the meaning and content that they applied to the motivational and social cognitive factors of sport injury prevention. DESIGN Focus-group interview. METHOD Participants were 128 junior secondary school students (Form 1 to Form 3) aged between 12 and 16 years from two secondary schools. We organised focus-group interviews by class (group size = six to nine students). Seventeen groups completed semi-structured interviews regarding their experience, beliefs, and motives for injury prevention in-school and out-of-school. We analysed data by thematic content analysis using a typological approach. RESULTS Higher order themes (N = 7) including in-school and out-of-school motives and social cognitive factors and associated lower-order themes (N = 16), emerged from the analysis corresponding to constructs from trans-contextual model tenets. CONCLUSIONS The current study is the first qualitative study to explore junior secondary school students' experience and perspectives on sport injury prevention, using trans-contextual model as a framework for investigation. The findings contribute to a better understanding on their motivational and social cognitive factors in adopting sport injury prevention. The content of the theme behavior also indicated the inadequacy of students' knowledge of effective sport injury prevention techniques, and underscored the importance of sport safety education.
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Affiliation(s)
- Alfred S. Y. Lee
- School of Public Health, The University of Hong Kong, Hong Kong Special Administrative Region, China
| | - Martyn Standage
- Department for Health, University of Bath, Bath, United Kingdom
| | - Martin S. Hagger
- Department of Psychological Sciences, University of California, Merced, California, United States of America
| | - Derwin K. C. Chan
- School of Public Health, The University of Hong Kong, Hong Kong Special Administrative Region, China
- Faculty of Education and Human Development, The Education University of Hong Kong, Hong Kong Special Administrative Region, China
- School of Psychology, Curtin University, Perth, Australia
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Chan DKC, Keegan RJ, Lee ASY, Yang SX, Zhang L, Rhodes RE, Lonsdale C. Toward a better assessment of perceived social influence: The relative role of significant others on young athletes. Scand J Med Sci Sports 2018; 29:286-298. [PMID: 30320928 DOI: 10.1111/sms.13320] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/24/2018] [Revised: 09/27/2018] [Accepted: 10/05/2018] [Indexed: 11/30/2022]
Abstract
The purpose of this three-study paper was to develop and validate the Perceived Social Influence in Sport Scale-2 (PSISS-2) that aimed to resolve the limitations of PSISS-1 in assessing the relative social influence of significant others in youth sport. In Study 1, a pool of 60 items generated from revisiting a qualitative dataset about significant others of young athletes were examined by two expert panel reviews in terms of content validity, clarity, coverage, and age-appropriateness, leading to the development of 16 items of the PSISS-2. In Study 2, multi-group exploratory structural equation model for PSISS-2 was conducted among 904 young athletes, and the results supported a model comprising positive influence (ie, conditional and unconditional positive influence combined), punishment (ie, conditional negative influence), and dysfunction (ie, unconditional negative influence) as three factors. The goodness of fit of the three-factor model was acceptable and invariant across the coach-, father-, mother-, and teammates-versions of PSISS-2. In support of the criterion validity of PSISS-2, the three factors explained substantial variance of young athletes' perceived competence, effort, enjoyment, and trait anxiety in sport. Study 3 examined the relationship between PSISS-2 factors, psychological need support, and controlling behaviors in a subsample of 452 young athletes, and the findings supported the concurrent validity and discriminant validity of the scale. In conclusion, the data are supportive of PSISS-2. The three factors of the scale (ie, positive influence, punishment, and dysfunction) may form a new framework for understanding and comparing the relative role of significant others in youth sport.
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Affiliation(s)
- Derwin K C Chan
- University of Hong Kong, Pokfulam, Hong Kong.,Curtin University, Perth, Western Australia, Australia
| | - Richard J Keegan
- University of Canberra, Canberra, Australian Capital Territory, Australia
| | | | - Sophie X Yang
- Curtin University, Perth, Western Australia, Australia.,Sichuan University, Chengdu, China
| | - Lei Zhang
- Renmin University of China, Beijing, China
| | - Ryan E Rhodes
- University of Victoria, Victoria, British Columbia, Canada
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Chan DKC, Lee ASY, Tang TCW, Gucciardi DF, Yung PSH, Hagger MS. Paper vs. Pixel: Can We Use a Pen-and-Paper Method to Measure Athletes' Implicit Doping Attitude? Front Psychol 2017; 8:876. [PMID: 28659837 PMCID: PMC5466975 DOI: 10.3389/fpsyg.2017.00876] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/17/2017] [Accepted: 05/12/2017] [Indexed: 12/04/2022] Open
Affiliation(s)
- Derwin K C Chan
- School of Public Health, University of Hong KongPokfulam, Hong Kong.,Health Psychology and Behavioural Medicine, School of Psychology and Speech Pathology, Curtin UniversityPerth, WA, Australia
| | - Alfred S Y Lee
- School of Public Health, University of Hong KongPokfulam, Hong Kong
| | - Tracy C W Tang
- School of Public Health, University of Hong KongPokfulam, Hong Kong
| | - Daniel F Gucciardi
- School of Physiotherapy and Exercise Science, Curtin UniversityPerth, WA, Australia
| | - Patrick S H Yung
- Department of Orthopaedics and Traumatology, Chinese University of Hong KongShatin, Hong Kong
| | - Martin S Hagger
- Health Psychology and Behavioural Medicine, School of Psychology and Speech Pathology, Curtin UniversityPerth, WA, Australia.,Faculty of Sport and Health Sciences, University of JyväskyläJyväskylä, Finland.,Department of Physical Education, Hong Kong Baptist UniversityHong Kong, Hong Kong
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Lee ASY, Liang S, Saravanan K, Chong D, Tan BY, Ho KL, Teo WS, Ching CK, Tan VH, Wong K. P380The Zerox pilot study: use of zero fluoroscopy for electrophysiological intervention. Europace 2017. [DOI: 10.1093/ehjci/eux141.105] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/12/2022] Open
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