Boyanton, Dengting
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Publication Watering the Root: Developing A Positive Psychology Well-being Teacher Training Program Applying the Mutual Value Theory(2023-08-15) Boyanton, DengtingTeacher stress has been a long-term problem in the field of education. A three-year global pandemic has only exacerbated this crisis. Although awareness and implementations have both been raised to address this issue, little effect has been found. This capstone project intends to address this gap by proposing a new well-being teacher training program. Drawing on concepts from the field of positive psychology, using watering the root as an analogy and the mutual value theory as a theoretical framework, I designed a program called Watering the Root Teacher Well-being Training (WR-TWT) Program, which can be implemented in the school settings. The purpose of this program is to increase K-12 teacher well-being and overall quality of life through improving teachers’ well-being skills, abilities, and capacities in eight different areas called the eight roots of life: 1) cognitive, 2) psychological, 3) emotional, 4) social, 5) moral, 6) meaningful, 7) habitual, and 8) spiritual. The WR-TWT program provides educational researchers, educators, and direct k-12 teachers a new lens to understand and improve teacher well-being at work while potentially building well-being skills, capacities, and capabilities. Theoretical framework, detailed program curriculum descriptions, schedules, preparation steps, and implementation guidelines are also provided in this paper.Publication From xMOOCs to cMOOCs: Using Positive Psychology to Build Supportive, Engaging, and Effective Online Learning Experiences(2023-05-07) Boyanton, Dengting; Chung, Jamie; Tee, Eugene (Yu Jin); Xie, Lixian (Sherry)This service learning project reports on an intervention designed and conducted by the Pink Team of the Master of Applied Positive Psychology (MAPP) program at the University of Pennsylvania. This intervention was conducted at the Positive Psychology Research Center (PPRC) at Tsinghua University in Mainland, China. The project aimed to improve the learning quality of Global Massive Open Online Course (GMOOC) program by transforming it from a teacher-centered, one-way xMOOC model to a more interactive and relational cMOOC model through enhancing connections and relationships among the participants. This project comprises three phases. In part one, we performed a thorough situation analysis, profiling our partner (Tsinghua University PPRC) and the industry sector they are operating. We detailed the PPRC’s positive psychology GMOOC, analyzed its strengths and weaknesses, and identified areas for improvement, which was to enhance relationships and connections. In part two Literature Review, we reviewed theoretical frameworks relevant to relationships. We identified three key concepts to guide our design: i) high-quality connections (HQCs), ii) mattering, and iii) mutual value theory. In part three, we generated an application plan which outlines six evidence-informed activities with the purpose of enhancing online relationships and community-building. Finally, a detailed step-by-step handbook on how to implement these activities is also provided at the end.