Nationhood and Empire

Linley, Margaret

doi:10.1002/9780470693537.ch23

Cited by 1 publication

(3 citation statements)

References 7 publications

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“…We expect that both components of thriving can be enhanced as a result of participation in a strengths intervention, and that thriving, in turn, is related to increased performance. As for vitality, many researchers argue that people who use their strengths, experience feelings of aliveness and energy because they can act in accordance with their authentic selves (e.g., Hodges & Clifton, 2004;Linley, 2008;Peterson & Seligman, 2004). This is supported by both correlational and intervention research revealing relationships between strengths use on the one hand and subjective vitality (i.e., energy and aliveness; e.g., Forest et al, 2012;Wood et al, 2011) and work engagement, including vigor, on the other hand (Van Woerkom et al, 2016).…”

Section: Strengths Interventions Teacher Performance and Thrivingmentioning

confidence: 99%

“…Participants were asked, at the end of session 2, to formulate two specific goals about how they would like to apply or develop their strengths between the second and third session. As proposed by Linley (2008), participants were asked for peer feedback from a colleague on their progress.…”

Section: Assignment In Between Session 2 Andmentioning

confidence: 99%

“…The participants set their goals and identified possible hurdles and facilitators. In accordance with the argument of Linley (2008), the team was also asked to set connect the individual goals to the overarching team level goal.…”

Section: Action Strengths Use and Strengths Developmentmentioning

confidence: 99%

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Thriving on Strengths: Effects of a Strengths Intervention for Younger and Older Teachers

et al. 2023

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The teaching profession is characterized by high demands and teachers who thrive are better able to navigate their demanding context than teachers who survive. Based on theories on strengths use we propose that strengths interventions which help teachers to identify, use, and develop their strengths can enhance their thriving (vitality and learning) which enables them to perform better. In addition, based on the socioemotional selective theory we propose that strengths interventions are especially beneficial for older teachers because it fits their goals and skills. We conducted a quasi-experimental study, in which 152 teachers and their team leaders participated in a strengths intervention. Longitudinal survey data indicated that the strengths intervention contributed to older teachers’ (≥ 46 years old) vitality, which in turn, contributed to their performance. No significant effects were found for younger teachers. We discuss the implications of our study for older teachers.

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