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Gratitude and subjective well-being in early adolescence: Examining gender differences
Abstract
Gratitude was examined among 154 students to identify benefits from its experience and expression. Students completed measures of subjective well-being, social support, prosocial behavior, and physical symptoms. Positive associations were found between gratitude and positive affect, global and domain specific life satisfaction, optimism, social support, and prosocial behavior; most relations remained even after controlling for positive affect. Gratitude demonstrated a negative relation with physical symptoms, but not with negative affect. Relational fulfillment mediated the relation between gratitude and physical symptoms. Gratitude demonstrated strong relations with the following positive affects: proud, hopeful, inspired, forgiving, and excited. The relation between gratitude and family support was moderated by gender, indicating that boys, compared with girls, appear to derive more social benefits from gratitude. Strengths, limitations, and implications are discussed.
... La investigación científica ha demostrado que la experiencia de emociones positivas constituye una de las posibles vías de acceso a la plenitud y el bienestar (Seligman, 2011). Se ha observado que estas emociones tienen la capacidad de amplificar el repertorio de pensamientos y acciones, estimular la memoria asociativa, la flexibilidad, la integración y la eficiencia del razonamiento, predecir el bienestar subjetivo, incrementar la resistencia y robustecer ciertas capacidades personales que optimizan la probabilidad de supervivencia y salud (Boehm & Lyubomirsky, 2008;Cohen, Doyle, Turner, Alper, & Skoner, 2003;Consedine, Magai, & King, 2004;Fredrickson, 2013;Fredrickson & Branigan, 2005;Fredrickson & Joiner, 2018;Froh, Yurkewicz, & Kashdan, 2009;Johnson, Waugh, & Fredrickson, 2010;Madan, Scott, & Kensinger, 2019;Puente-Díaz & Cavazos-Arroyo, 2019;Ren, Hu, Zhang, & Huang, 2010;Vaish, Carpenter, & Tomasello;Van Cappellen, Rice, Catalino, & Fredrickson, 2018;Wood, Maltby, Gillett, Linley, & Joseph, 2008). En el plano interpersonal, favorecen el establecimiento de conexiones sociales extensas y positivas, y promueven una actitud inclusiva, compasiva, cooperativa y tolerante hacia los demás (Fredrickson, 2013;Kok et al., 2013;Rand, Kraft-Todd, & Gruber, 2015). ...
... Respecto a si la experiencia de emociones positivas varía según el sexo de los menores, la investigación es muy limitada y los resultados no muestran una dirección clara, excepto en cierto grado para la gratitud (Cuello & Oros, 2016;Froh et al., 2009;Kiang et al., 2016) y especialmente para la simpatía (Lemos et al., 2015;Malti, Gummerum, Keller, & Buchmann, 2009;Vossen, Piotrowski, & Valkenburg, 2015) donde algunos estudios tienden a coincidir en que las niñas presentan valores más elevados que los varones, como suele ocurrir en población adulta (Bernabé-Valero, García-Alandete, & Gallego-Pérez, 2014; Kashdan, Mishra, Breen, & Froh, 2009). De cualquier manera, hay evidencia que sugiere que cuando las emociones y afectos positivos son evaluados de un modo global o más genérico (por ejemplo, a través del PANAS) no emergen diferencias entre los grupos (Barrón-Sánchez & Molero, 2014;Sandín, 2003;Veronese et al., 2012). ...
... Estudios previos que han referido diferencias por sexo en estas emociones, coinciden en señalar a las niñas como más agradecidas y más simpáticas que los varones (Cuello & Oros, 2016;Froh et al., 2009;Kiang et al., 2016;Lemos et al., 2015;Malti et al., 2009;Vossen et al., 2015). Esto es razonable dado que tanto la simpatía como la gratitud son emociones de naturaleza empática (Lazarus, 2000), y se ha comprobado reiteradamente que las mujeres evidencian mayor empatía (Garaigordobil & García, 2006;Malonda, Llorca, Samper, Córdoba, & Mestre, 2018;Mestre, Samper, Frías, & Tur, 2009) y son más sensibles y expresivas que sus pares del sexo opuesto . ...
El objetivo de este trabajo fue estudiar la validez basada en la estructura interna del Cuestionario Infantil de Emociones Positivas (CIEP), y elaborar un baremo para la interpretación de sus puntuaciones en niños y niñas argentinos de 8 a 12 años. Participaron 1384 niñas, 1376 varones y 1 menor que no identificó su sexo (M = 10.14; DE = 1.30). Todos asistían a escuelas primarias de gestión pública o privada, de zonas urbanas y suburbanas de Argentina. El Análisis Factorial Confirmatorio mostró que el modelo de cinco factores: alegría, gratitud, simpatía, serenidad y satisfacción personal, ajusta aceptablemente a los datos. Los análisis de varianza revelaron diferencias en la experiencia emocional positiva entre niñas y varones, siendo las primeras quienes muestran una mayor tendencia a ser agradecidas y simpáticas. A partir de estos resultados se calcularon las medias, las desviaciones típicas y los valores percentilares del CIEP para cada sexo, según correspondió
... Moreover, when individuals are encouraged to focus on benefits received from another person, it results in them feeling loved and cared for by others (Allen, 2018). and Froh & Yurkewicz et al. (2009) have shown that after controlling for positive affect, gratitude in youth is positively correlated with good social relationships. Gratitude tends to make people want to repay or acknowledge others' actions which in turn enhances their relationship with others (Algoe & Haidt, 2009). ...
... Specifically, among youth, studies by Froh & Kashdan et al. ) and Froh & Yurkewicz et al. (Froh, Yurkewicz et al., 2009), controlled for positive affect and found that gratitude in youth was positively correlated with well-being. Both studies examined gratitude in relation to positive affect, life satisfaction, and subjective wellbeing among youth. ...
... This aided them to reduce their depression, anxiety, and stress, which is in line with previous research findings. Gathering from evidence by Wood and Joseph (2010), , and Froh & Yurkewicz et al. (Froh, Yurkewicz et al., 2009) these gratitude interventions will also make youth robust to depression in later life. ...
Purpose
This investigation purports to study if gratitude interventions lead to an increase in overall wellbeing among Indian youth during the coronavirus lockdown. Second, to examine if a cumulative effect of two gratitude interventions on wellbeing is greater than a single gratitude intervention.
Method
Participants (N = 80) were randomly allocated to the experimental and control groups (n = 40 each).
Result
It was found that after administering a single gratitude intervention there was a significant increase in mental health, happiness, and gratitude and a decrease in depression, anxiety, and stress in the experimental group. Moreover, after administering two gratitude interventions together, a greater increase was seen in these variables as compared to the administration of a single gratitude intervention. There was no significant change in the control group in both cases.
Conclusion
In summary, online gratitude interventions lead to increase in happiness and mental health and decrease in depression, anxiety, and stress even during crises such as the coronavirus pandemic. Moreover, the cumulative effect of two gratitude interventions is more than a single gratitude intervention. It is suggested that these gratitude interventions should be included in providing mental health care even when clients are not able to meet counselors in physical settings.
... An "attitude of gratitude" has been shown to have numerous other benefits: increased positive affect [191,[200][201][202], increased prosocial motivation [199,203], improved ability to cope with natural disasters or violent incidents, better self-regulation [165], more engaged thinking [204], improved resilience and persistence [205,206], increased goal contagion or goal attainment [33,198], higher motivation [207], improved relationships [152,[208][209][210], higher subjective well-being [67,191,198,201,211,212], better rapport among undergraduates [208], more cooperative behavior [213], increased social cohesion [214,215], and improved self-esteem [196,212,[216][217][218]. Gratitude improved satisfaction with the school experience [201], which is related to academic success [219]. ...
... An "attitude of gratitude" has been shown to have numerous other benefits: increased positive affect [191,[200][201][202], increased prosocial motivation [199,203], improved ability to cope with natural disasters or violent incidents, better self-regulation [165], more engaged thinking [204], improved resilience and persistence [205,206], increased goal contagion or goal attainment [33,198], higher motivation [207], improved relationships [152,[208][209][210], higher subjective well-being [67,191,198,201,211,212], better rapport among undergraduates [208], more cooperative behavior [213], increased social cohesion [214,215], and improved self-esteem [196,212,[216][217][218]. Gratitude improved satisfaction with the school experience [201], which is related to academic success [219]. ...
This paper proposes a new perspective on implementing neuroeducation in the classroom. The pandemic exacerbated the mental health issues of faculty and students, creating a mental health crisis that impairs learning. It is important to get our students back in “the zone”, both cognitively and emotionally, by creating an ideal learning environment for capturing our students and keeping them—the Synergy Zone. Research that examines the classroom environment often focuses on the foreground—instructors’ organizational and instructional aspects and content. However, the emotional climate of the classroom affects student well-being. This emotional climate would ideally exhibit the brain states of engagement, attention, connection, and enjoyment by addressing the mind, brain, and heart. This ideal learning environment would be achieved by combining proposed practices derived from three areas of research: flow theory, brain synchronization, and positive emotion with heart engagement. Each of these enhances the desired brain states in a way that the whole is greater than the sum of the individual parts. I call this the Synergy Zone. A limitation of this proposed model is that implementation of some aspects may be challenging, and professional development resources might be needed. This essay presenting this perspective provides the relevant scientific research and the educational implications of implementation.
... Multiple studies revealed a statistically significant gender difference in gratitude (Reckart et al., 2017) in which male respondents showed less grateful behaviour when compared to their female counterparts (Ventimiglia,1982;Kashdan, et al., 2009;Skalski & Pochwatko, 2020). Females were seen to express gratitude for social support (friends, family, and close ones) whereas males expressed more gratefulness for materialistic assets (Gordon et al., 2004;Baumgarten-Tramer, 1938). ...
... A significant impact of the gratitude program has been seen as more socially beneficial for boys when compared with girls (Froh et al., 2009). ...
The said piece of work is based on the concept behind gratitude and its various facets.
... Adults and adolescents who more strongly endorsed gratitude traits reported greater life satisfaction, better health outcomes, and more successful relationships (see [5][6][7][8][9]). Yet, beyond these individual benefits, gratitude may drive youth to pursue other types of intrinsic goals and fulfill higher-order needs (such as self-expression, purpose, and selfactualization [10]). ...
... Gratitude was also found to promote positive mental health outcomes in a sample of Latin American youth [27]. Similar arguments may hold for gender differences in gratitude, with girls often more likely to report gratitude than boys, perhaps due to a stronger social or other orientation but not necessarily reaping more benefits (see [8,28]). In the current study, we examined potential racial/ethnic and gender differences in associations between gratitude moments and indices of self and other orientation. ...
Scholars posit that gratitude may enhance other-oriented beliefs and behaviors and dampen self-oriented ones through a cycle of upward generativity. We examined associations between gratitude as an indicator of self-orientation (i.e., materialism and entitlement) and other orientation (i.e., connection to nature; attitudes, beliefs, and conversations about social justice; prosocial behavior) in the US youth across six months as moderated by race/ethnicity and gender. Specifically, Study 1 evaluated the psychometric performance of the gratitude moments scale in a more racially and ethnically diverse sample than that included in the original scale development. In study 2, we evaluated pre-registered hypotheses among the youth who completed surveys in October 2020 and again in January 2021 (n = 812). These hypotheses tested (1) whether there were ethnic/racial differences in the measure of children’s gratitude; (2) whether there were reciprocal associations over time between children’s gratitude and indices of self and other orientation; and (3) whether these reciprocal associations varied as a function of youth race/ethnicity and gender. The results of study 1 found that the gratitude moments scale demonstrated high reliability and validity in racially/ethnically diverse young adolescents (n = 89). Using moderated nonlinear factor analysis in study 2, we found only one difference in how the gratitude moments scale performed as a function of race/ethnicity or gender. In cross-lagged panel models, gratitude moments did not predict subsequent self- and other-orientation indices, though youth with lower social justice attitudes and greater prosocial behavior showed increases in later gratitude moments. Prosocial behavior was more strongly and consistently related to self- and other-orientation indices than gratitude. These findings are consistent with models of prosocial behavior as a catalyst for the development of additional forms of other-oriented beliefs, attitudes, and actions that may underlie the development of an other-oriented purpose.
... Gratitude or thankfulness has been highlighted as one of the most influential constructs in positive psychology and is mentioned as one of 24 "strengths of character" in Peterson and Seligman's Manual of Sanities (2004). Gratitude is associated with high welfare, and a sense of purpose, and satisfaction with life (Froh and Bono, 2011;Froh, Yurkewicz, and Kashdan, 2009;McCullough, Emmons, and Tsang, 2002). ...
... Several empirical studies have shown a relationship between gratitude and various psychological aspects such as higher mental health (McCullough, Tsang and Emmons, 2002;Unanue, et al, 2019). Gratitude has also been linked to life satisfaction in general (Kong et al, 2015;Fincham and May, 2020), satisfaction with family, satisfaction at school, optimism, and positive influence among high school students (Froh, Yurkewicz, and Kashdan, 2009). The research conducted by Fan, Emmons, Bono, Huebner and Watkins, (2011) in grades 9 to 12 showed that gratitude is a significant predictor of academic achievement, life satisfaction, social integration, and absorption and lower levels of malice and depression, even after the potential effects of participant's age, gender, ethnicity, and acceptance of special education services were statistically controlled (Froh, Emmons, et al., 2011). ...
Marital satisfaction is one of the most important factors for achieving a happy family. This study aimed to examine the relationship between gratitude and marital satisfaction in infertile spouses . This study involves 44 samples of spouses who have been married for at least one year and have not had children in Kediri, East Java. The research was conducted by using convenience sampling technique. The data collection techniques used in this study were questionnaires in the form of scales. There were two types of scales used in the data collection process: the scale of marital satisfaction and the scale of gratitude. The data were analyzed by using correlation technique. Based on the results of the analysis, it was found that gratitude had a positive correlation with marital satisfaction with r = 0, 489; p = 0,001 meaning that the higher the gratitude of an infertile couple, the higher their marital satisfaction is.
... 3,4 Since then, a large body of research has shown a positive correlation between gratitude and life satisfaction, and several intervention studies have claimed to find support for a causal relationship such that manipulations aimed at increasing gratitude lead to corresponding increases in life-satisfaction. 1,5,6 If such a relationship exists, the wellbeing implications are clear: interventions which increase gratitude could help people to lead more contented, happier, and perhaps healthier lives. The current review assesses recent evidence for the causal effects of gratitude on life satisfaction and for the efficacy of gratitude interventions, while also reviewing possible mechanisms for such an effect, and highlighting methodological issues. ...
Background
Many studies suggest a link between gratitude and life satisfaction, including experimental tests of gratitude interventions. This paper presents a systematic review of recent literature on the influence of gratitude on life satisfaction. The aim of this research is to better understand the nature of the relationship between gratitude and life satisfaction and to evaluate the state of literature.
Methodology
A systematic search was conducted using four databases (APA PsycInfo, Scopus, Web of Science, and EBSCO), targeting articles published since 2010. Correlational studies were included if they used the GQ6 measure of gratitude and the Satisfaction With Life Scale (SWLS). Intervention studies were included if they reported effects of a gratitude manipulation on SWLS scores. Forty-four articles (N = 16,529) focusing on gratitude and life satisfaction were ultimately selected. Among the selected studies, 18 employed experimental designs and 26 were cross-sectional studies. Five studies also presented cross-lagged analyses from two or more timepoints.
Results
The review indicated a substantial positive correlation between gratitude and life satisfaction. Various potential mediators were also identified, including meaning in life, social support, and self-esteem. Some experimental research suggested that gratitude interventions may increase life satisfaction compared to neutral control conditions, although evidence was mixed. There was stronger evidence for these effects in people from Western countries. However, there is no strong evidence that gratitude interventions outperform positively valenced control conditions. Thus, it is possible that the effects of intervention could be caused by demand- or placebo effects.
Conclusion and Recommendation
While it is clear that there is a link between gratitude and life satisfaction, the extent to which gratitude causes life satisfaction and the mechanism underlying that link require further exploration. We suggest that experimental work test effects of changes in gratitude that cannot be explained by placebo- or demand effects. We also encourage more interactive interventions as well as research that investigates third variables that could underlie both gratitude and life satisfaction.
... Selain itu, syukur (gratitude) didapati memberikan hasil yang positif dalam intervensi psikologi yang positif secara konsisten dan telah dikaitkan dengan pelbagai faedah, baik secara individu mahupun secara interpersonal. Syukur memainkan peranan dalam meningkatkan dan mengekalkan kesejahteraan subjektif, peningkatan emosi positif dan penurunan emosi negatif (Emmons & McCullough, 2003;Johan Satria et al., 2019); kepuasan hidup (Fagley, 2012;Froh, Yurkewicz, & Kashdan, 2009) dan kesihatan mental yang bertambah baik (Froh, Emmons, Card, Bono, & Wilson, 2011;Kementerian Kesihatan Malaysia, 2020). Secara kolektif, kesyukuran menggalakkan tingkah laku pro-sosial dan mengukuhkan hubungan sosial (Algoe, Haidt, & Gable, 2008;Bartlett & De Steno, 2006;Grant & Gino, 2010). ...
Dewasa kini, dapat kita lihat berlakunya peningkatan masalah kesihatan mental dalam kalangan rakyat Malaysia. Terdapat pelbagai faktor yang menyumbang kepada peningkatan masalah ini. Ia termasuklah kesan pandemik COVID-19 dan situasi bencana alam yang luar bisa dan berlaku dengan lebih kerap kebelakangan ini. Situasi yang berlaku ini semestinya mengundang trauma kepada yang mengalaminya. Justeru, kajian ini dijalankan untuk meneroka pendekatan Ibn Qayyim al-Jauziyah bagi pesakit kecelaruan stres pasca-trauma dalam mencapai kebahagiaan. Kajian ini merupakan kajian kualitatif menggunakan kaedah kajian kepustakaan. Data yang diperolehi telah dianalisis melalui kaedah analisis kandungan. Berdasarkan pendekatan Ibn Qayyim al-Jauziyah, terdapat lima kaedah yang boleh diaplikasikan oleh pesakit kecelaruan stres pasca-trauma dalam mencapai kebahagiaan iaitu pembersihan hati dan jiwa, kekuatan iman dan kematangan ilmu, bersyukur ketika diberi nikmat, bersabar ketika ditimpa musibah dan memohon keampunan ketika telah terjerumus dalam dosa. Konklusinya, dapatan kajian ini dipercayai dapat menyumbang kepada peningkatan tahap kesedaran badan-badan bertanggungjawab dalam mengaplikasikan elemen-elemen kebahagian melalui pendekatan Ibn Qayyim Al-Jauziyah ini dalam membantu mengurangkan statistik masalah kesihatan mental di Malaysia. Nowadays, there is an increase in mental health problems among Malaysians. There are various factors that contribute to the increased number of this health problem. It includes the effects of the COVID-19 pandemic and the extraordinary natural disaster situations that have occurred more frequent recently. These situations invite trauma to those who experience it. Thus, this study was conducted to explore Ibn Qayyim al-Jauziyah's approach for post-traumatic stress disorder patients in achieving happiness. This is a qualitative study using the library research method. The data obtained was analyzed through the content analysis. Based on Ibn Qayyim al-Jauziyah's approach, there are five method that can be applied by post-traumatic stress disorder patient to achieve happiness, which are the purification of the heart and soul, the strength of faith and the maturity of knowledge, gratitude when given blessings, patience when misfortune strikes and asking for forgiveness when one has fallen into sin. In conclusion, the findings of this study contributes to the awareness enhancement of responsible bodies in applying the elements of happiness through Ibn Qayyim Al-Jauziyah's approach in helping community to reduce the statistics of mental health problems in Malaysia.
... Age. Age difference in gratitude has been argued to differ across the lifespan and priorities (Chopik et al., 2019). In young adolescents, gratitude was not significant to feeling negative affect (Froh et al., 2009), but in YA, those with more gratitude had higher life satisfaction (Kong et al., 2015). OA were reported having higher gratitude compared to middle-age and YA (Chopik et al., 2019). ...
Many governments including Malaysia imposed movement restrictions as a public health measure to minimize COVID-19 (coronavirus) risks. Due to prolonged isolation, poorer physical and mental health are expected in the general population. Our aims were to examine (1) the mediating role of perceived social isolation (SI) and fear of social isolation (FSI) on the relationship between gratitude and anxiety, and (2) to explore the moderating role of age, education, and socioeconomic status (SES) on the mediation model. A total of 427 participants currently living in Malaysia (Mage = 37.90, SD = 16.51, 313 females) completed a survey on isolation, gratitude, and anxiety during a period of national lockdown. Results showed that that those with higher gratitude reported having less SI and FSI and less anxiety (Model 1). In Model 2 with age as moderator, young adults (YA) and middle-aged adults (MA) who had higher gratitude experienced lower SI and in turn had lowered anxiety, but such a mediating role of SI was not observed among older adults (OA). As for FSI, MA who had higher gratitude had lower FSI and also lower anxiety but this relationship was not observed in YA or OA. We also examined the role of education and SES as moderators in the parallel mediation analysis. Results showed that the indirect association of gratitude with anxiety via FI and FSI was moderated by both education and SES. Specifically, among those with low education levels (regardless of SES), those with higher gratitude had lower SI and FSI, which in turn reduced anxiety. This relationship is similar for those with medium levels of education and from low and middle levels of SES as well. Our findings highlight the importance of having some coping mechanism, for example, gratitude and social connection, during the pandemic to have higher well-being and quality of life, especially for MA sample and people from low education and SES backgrounds.
... Rasa syukur menunjukkan hubungan yang kuat yang membawa pengaruh positif seperti bangga, penuh harapan, terinspirasi, memaafkan, dan bersemangat. Hubungan antara rasa syukur dan dukungan keluarga yang dimoderatori oleh gender, menunjukkan bahwa anak laki-laki lebih bersyukur dibandingkan anak perempuan (Froh et al., 2009). Hubungan antara rasa syukur dan Subjective Wellbeing tidak bisa dibedakan berdasarkan jenis kelamin (Yoo, 2020). ...
This research was conducted with the aim of knowing the mediating role of Self Efficacy on the relationship between Gratitude and Subjective Wellbeing. The data was taken using an online survey of undergraduate students (S1) of the Department of Elementary School Teacher Education (PGSD) at the University of Muhamadiyah Buton (UMB). The sample in this study was a saturated sample, namely all second semester undergraduate students majoring in PGSD at the University of Muhamadiyah Buton who had a dual status, namely, 50 people who were studying while working. The PROCESS macro from Hayes was used by researchers to analyze the mediation model data. Process Data analysis in this study was carried out using the mediation model on the PROCESS macro from Hayes. The findings in this study indicate that Self Efficacy has a positive and significant role as a mediation on the relationship between Gratitude and Subjective Wellbeing and Gratitude has a positive and significant effect on Subjective Wellbeing.
... Lastly, we performed a gender invariance assessment on the Chinese version of the TGNS, and the findings confirm that it exhibits complete gender invariance. Generally, women tend to exhibit a higher level of gratitude compared to men (Froh et al., 2009). Therefore, in order to minimize measurement biases arising from gender variations, it is crucial to examine the cross-gender equivalence of gratitude scales. ...
Objective
The purpose of this study was to evaluate the reliability and validity of the Chinese version of the Trait Gratitude to Nature Scale (TGNS) for Chinese college students.
Methods
The original English version of the TGNS was translated into Chinese. Subsequently, two samples consisting of 1,131 Chinese university students from Inner Mongolia Autonomous Region was recruited through online surveys to evaluate the psychometric properties of the Chinese version of the TGNS, including the discrimination, construct validity, criterion validity, reliability and gender invariance.
Results
The Chinese version of the TGNS showed good psychometric properties. The item-total correlation coefficients of the scale ranged from 0.813 to 0.909. Exploratory factor analysis using data from Sample 1 ( n = 617) demonstrated that the Chinese version of the TGNS has one factor. The confirmatory factor analysis using data from Sample 2 ( n = 514) showed that the Chinese version of the TGNS has appropriate construct validity (χ ² /df = 4.157, RMSEA = 0.078, TLI = 0.943 and CFI = 0.967). The significant correlation between the Chinese version of the TGNS and all the other criterion scale scores ( p < 0.001) indicated that the Chinese version of the TGNS displays good criterion validity. The test–retest reliability was 0.914, using the sub-sample of Sample 2 ( n = 127). The results of gender invariance test indicated that the Chinese version of the TGNS has entire equivalence between the two genders.
Conclusion
The Chinese version of the TGNS has satisfactory psychometric properties in the Chinese cultural context and can be used as s a reliable and valid instrument to assess trait gratitude to nature.
... Feelings of gratitude towards God, others, life and existence could lead to mental prosperity and more satisfying interpersonal relationship (Emmons & Crumpler, 2000). Grateful people tend to experience more positive emotions, fewer negative emotions (Froh, Yurkewicz, & Kashdan, 2009) and greater overall well-being (Kardas, Cam, Eskisu, & Gelibolu, 2019;Lin, 2017;Wood, Froh, & Geraghty, 2010); and experimental inductions or training of grateful feelings lead to increases in self-reported happiness as well (Witvliet, Richie, Root Luna, & Van Tongeren, 2019;Nguyen, & Gordon, 2019;Behzadipour, et al., 2018;Lyubomirsky, Dickerhoof, Boehm, & Sheldon, 2011). There is also ample evidence that practicing gratitude can improve physical health in addition to helping people balance their emotions and improve their relationship. ...
... The lack of a significant relationship between gratitude and negative affect is not surprising given the fact that previous research on this topic is inconclusive; some studies noted an inverse relationship between gratitude and negative affect (Froh et al., 2011;McCullough et al., 2002;Wood et al., 2008), whereas others demonstrated that these two variables are not significantly related to each other (Datu et al., 2022;Froh et al., 2009;Grant & Gino, 2010;Puente-Díaz & Cavazos-Arroyo, 2019). In the context of SA, many individuals with CSBD may suffer from serious trauma and have a history of parental neglect or abuse (Slavin et al., 2020), which may be connected with high levels of grudges and revenge in this population. ...
Despite the well-established role of mutual-aid groups in addiction treatment, no research has yet explored the role of the 12-step pathway in spiritual growth and gratitude, or its direct and indirect relationships with well-being among individuals with compulsive sexual behavior disorders (CSBD). The purpose of the current study was to examine the number of 12 steps completed as an antecedent of spiritual growth and gratitude and its relationship with well-being among members of Sexaholics Anonymous (SA). The sample consisted of 80 individuals (72 men and 8 women) attending SA meetings in Poland. The study variables were measured using the Daily Spiritual Experiences Scale, Gratitude Questionnaire, Satisfaction with Life Scale, Positive and Negative Affect Schedule, and a single question regarding the number of 12 steps completed. A path analysis showed that the number of 12 steps completed was negatively and directly related to negative affect. Moreover, the number of 12 steps completed was related to higher spiritual growth, which was directly related to higher levels of life satisfaction and lower levels of negative affect, and indirectly, through gratitude, to higher levels of life satisfaction and positive affect. The results suggest that spiritual growth, rooted in the 12-step program, and its ability to increase gratitude, may promote recovery from CSBD.
... Feelings of gratitude towards God, others, life and existence could lead to mental prosperity and more satisfying interpersonal relationship (Emmons & Crumpler, 2000). Grateful people tend to experience more positive emotions, fewer negative emotions (Froh, Yurkewicz, & Kashdan, 2009) and greater overall well-being (Kardas, Cam, Eskisu, & Gelibolu, 2019;Lin, 2017;Wood, Froh, & Geraghty, 2010); and experimental inductions or training of grateful feelings lead to increases in self-reported happiness as well (Witvliet, Richie, Root Luna, & Van Tongeren, 2019;Nguyen, & Gordon, 2019;Behzadipour, et al., 2018;Lyubomirsky, Dickerhoof, Boehm, & Sheldon, 2011). There is also ample evidence that practicing gratitude can improve physical health in addition to helping people balance their emotions and improve their relationship. ...
The present study explored the mediating effect of social support and optimism in the relationship between gratitude and resilience of young adults. To achieve this objective, a package of questionnaire consisting of Gratitude Questionnaire, Revised Life Orientation Test-Revised, Social Support Questionnaire, and Resilience Scale for Adults were administered to a convenience sample of 315 students of Bangabandhu Sheikh Mujibur Rahman Science and Technology University, Gopalgonj. Their ages ranged from 19 through 26 with a mean age being 22.72 years (SD = 1.23). The results of independent sample t test reveals that there is no significant gender difference between male and female in social support number, optimism and resilience except support satisfaction and gratitude. Results of Pearson-product moment correlation reveals that gratitude, social support, optimism and resilience are correlated with one another. Findings of multiple regression analysis confirm the predictive role of support satisfaction, gratitude and optimism on resilience. Hierarchical multiple regression analysis confirms the partial mediating effect of optimism and rejects the mediating role of social support in the relationship between gratitude and resilience of young adults.
... It's a favorite content in language classrooms since expressing gratefulness can be a happy experience for both interlocutors, and it's easy to express. Former studies have refocused to its positive relationship with happiness, stopgap, and pride (Overwalle et al., 1995;Watkins, 2004), sanguinary, positive effect, and satisfaction with academy and family (Froh et al., 2009), toneregard (Lin, 2015, creativity and provocation to ameliorate one's tone (Fredrickson, 2004). In addition, Hori (2020) covered brain exertion while harkening to a letter of gratefulness read audibly by a colleague and set up that the experience of participating in in in gratefulness affected prefrontal cortex activation. ...
The transfer of national and universal values to the next generation is essential for the survival of societies and individuals to adapt the society and lead a healthy and peaceful life. Undoubtedly, the values acquisition process of individuals begins in the family. However, school and social environment have also significant impact on the shaping of values. Since values education is not taught as a separate course in Turkish schools, the values that students should gain according to their grades are placed in the curriculum. For this reason, textbooks, which provide the systematic processing of course subjects, are educational tools that undertake many tasks such as teaching values. Ten values were determined as honesty, friendship, justice, patience, self-control, love, respect, patriotism, altruism and responsibility to be able to promote the humane, ethical, universal and cultural values of the students in the 9th-12th grade new English curriculum prepared by the Turkish Ministry of National Education in 2018. Textbooks are basic teaching tools examining and explaining the knowledge on the subjects in the programs in a planned and systematic way and a source of knowledge guide to educate the students in line with the aims of the course. The reading passages, exercises, activities and visuals in the textbooks can also cover values education either explicitly or implicitly. On the other hand, values education is also done in foreign language teaching either overtly or covertly by virtue of the fact that language is a tool that reflects the way of thinking of the society to which it belongs. Two different high school 9th grade English textbooks, Teenwise written by the authors of the Ministry of National Education and Relearn developed by a private publishing house, based on 2018 9th-12th grades English curriculum were evaluated on the basis of units, using the document analysis technique and the extent of values in the books was examined. According to research results, it was deduced that both of the books includes all the values presented in new 9th-12th English curriculum. However, values are included more frequently and more regularly distributed in the Relearn English textbook prepared by a private publishing house. Moreover, in both of the books, the most repeated value is friendship, while the least mentioned value is altruism.
... It's a favorite content in language classrooms since expressing gratefulness can be a happy experience for both interlocutors, and it's easy to express. Former studies have refocused to its positive relationship with happiness, stopgap, and pride (Overwalle et al., 1995;Watkins, 2004), sanguinary, positive effect, and satisfaction with academy and family (Froh et al., 2009), toneregard (Lin, 2015, creativity and provocation to ameliorate one's tone (Fredrickson, 2004). In addition, Hori (2020) covered brain exertion while harkening to a letter of gratefulness read audibly by a colleague and set up that the experience of participating in in in gratefulness affected prefrontal cortex activation. ...
The transfer of national and universal values to the next generation is essential for the survival of societies and individuals to adapt the society and lead a healthy and peaceful life. Undoubtedly, the values acquisition process of individuals begins in the family. However, school and social environment have also significant impact on the shaping of values. Since values education is not taught as a separate course in Turkish schools, the values that students should gain according to their grades are placed in the curriculum. For this reason, textbooks, which provide the systematic processing of course subjects, are educational tools that undertake many tasks such as teaching values. Ten values were determined as honesty, friendship, justice, patience, self-control, love, respect, patriotism, altruism and responsibility to be able to promote the humane, ethical, universal and cultural values of the students in the 9th-12th grade new English curriculum prepared by the Turkish Ministry of National Education in 2018. Textbooks are basic teaching tools examining and explaining the knowledge on the subjects in the programs in a planned and systematic way and a source of knowledge guide to educate the students in line with the aims of the course. The reading passages, exercises, activities and visuals in the textbooks can also cover values education either explicitly or implicitly. On the other hand, values education is also done in foreign language teaching either overtly or covertly by virtue of the fact that language is a tool that reflects the way of thinking of the society to which it belongs. Two different high school 9th grade English textbooks, Teenwise written by the authors of the Ministry of National Education and Relearn developed by a private publishing house, based on 2018 9th-12th grades English curriculum were evaluated on the basis of units, using the document analysis technique and the extent of values in the books was examined. According to research results, it was deduced that both of the books includes all the values presented in new 9th-12th English curriculum. However, values are included more frequently and more regularly distributed in the Relearn English textbook prepared by a private publishing house. Moreover, in both of the books, the most repeated value is friendship, while the least mentioned value is altruism.
Keywords: Values education; English Textbooks; English curriculum
... It's a favorite content in language classrooms since expressing gratefulness can be a happy experience for both interlocutors, and it's easy to express. Former studies have refocused to its positive relationship with happiness, stopgap, and pride (Overwalle et al., 1995;Watkins, 2004), sanguinary, positive effect, and satisfaction with academy and family (Froh et al., 2009), toneregard (Lin, 2015, creativity and provocation to ameliorate one's tone (Fredrickson, 2004). In addition, Hori (2020) covered brain exertion while harkening to a letter of gratefulness read audibly by a colleague and set up that the experience of participating in in in gratefulness affected prefrontal cortex activation. ...
This paper aims at examining EFL teachers’ perceptions of Alpha generation learning styles. To that end, an online survey was conducted with 42 middle school EFL teachers who volunteered to participate in the study. The questionnaire was developed from the literature and sought to identify Alpha generation characteristics and their preferred learning styles. Descriptive data revealed that pupils of the Alpha generation learn in special ways that depends a lot on technology. Thus, the inclusion of their preferred methods of learning will be of great help for their motivation. The findings of the study could be particularly significant for material designers and educators to consider the needs and preferences of the Alpha generation in order to cope with the new demands of digital learners and improve teaching methods for more effective outcomes.
Keywords: Alpha generation, Learning styles, Digital natives, EFL teachers, Perceptions
... Em pré-adolescentes, o humor de gratidão esteve relacionado com benefícios sociais, emocionais e físicos. Perante isto, é provável que a gratidão seja um ingrediente importante para o desenvolvimento positivo dos adolescentes (Froh et al., 2009), dado que aumentar a gratidão pode, por consequência, melhorar o bem-estar (Wood et al., 2010). ...
Hospitalization tends to affect the normative development of children and adolescents, influencing their levels of well-being. Though, “playing” allows to reduce negative emotions and feelings and restore the disruption caused in their lives. Thus, a brief group intervention was developed, in the form of a board game, aimed promoting a positive hospitalization experience. In this way, it is intended i) present the game and ii) to know about participants’ hospitalization experience and the related role of playing the game. The game was applied in a single moment to 11 participants (10 to 17 years), hospitalized in pediatric units of two public hospitals. Playing the game seems to be associated with an increase in positive perception and a decrease in negative perception of the hospitalization experience. This pilot study reveals that this brief intervention seems to respond to its main objective of promoting a positive hospitalization experience, confirming the importance of using play tools as meaningful interventions in the hospital setting.
... It represents both indicators of physical and mental health as well as how well people flourish. Data on life satisfaction is helpful for many different purposes.. (Emmons & McCullough, 2003;Froh et al., 2009., Froh et al., 2008., Rash et al., 2011., Watkins et al., 2003. ...
This study was intended to investigate the impact of body appreciation and social appearance anxiety on life satisfaction among young adults. The aim of this study was to determine whether body appreciation impacts the young adults life satisfaction and they feel social appearance anxiety or not. Total 600 participants including 300 males and 300 females, having age range of 18-41 years from Islamabad and Rawalpindi were selected. Purposive sampling technique was used for research purpose. The Body Appreciation Scale (TL. Tylka., 2015), Social Appearance Anxiety Scale (Levinson 2013), and life satisfaction scale (Diener et al., 1985) administered on the participants of the study. For the purpose of testing hypothesis, Pearson Correlation, T-Test analysis and linear regression analysis were used. The finding of the current study suggests that young adults faced body appreciation problems. Our findings revealed that social appearance anxiety negatively predicted life satisfaction. It also indicated that there was significant positive correlation between body appreciation and life satisfaction. The results also demonstrated that females scored higher on social appearance anxiety as compared to males. This study will be helpful for young adults to understand the impact of body appreciation and social appearance anxiety on life satisfaction. This study will also highlight that how body appreciation will impact our life and increase anxiety level.
... The results of this study are in line with those of previous ones. Research has shown that gratitude can increase SWB (Emmons & McCullough, 2003;Froh et al., 2009Froh et al., , 2011Martínez-Martí et al., 2010;Safaria, 2014;Tofangchi et al., 2013;Wood et al., 2010). After controlling personality tested through the big five personalities, gratitude still influences SWB (Datu, 2014). ...
Adaptation theory explains that mothers’ subjective well-being (SWB) is determined by their abilities to adapt to challenging life events using coping mechanisms. The literature highlights three latent coping mechanism factors: emotional regulation, mindfulness, and gratitude. This study aims to build a model of mothers’ SWB based on these factors. The sample comprised 302 young mothers (20-25 years old) selected using convenience sampling. Data were solicited from Likert scales that measured emotion regulation, mindfulness, gratitude, and SWB and analyzed using structural equation modeling. The results show that the SWB model had adequate goodness of fit, with a chi-square of 153.553 (p .05), GFI of .934, AGFI of .899, CFI of .929, TLI of .906, and RMSEA of .076. The model shows that emotion regulation and mindfulness, mediated by gratitude, influenced SWB, with gratitude as a strong predictor of SWB. As an implication in counseling, gratitude interventions should be applied in practice.
... Moreover, it is also significantly influence the foreign language teaching enjoyment supported by high level of teacher"s resilient, well-being and grit (Derakhshan et al., 2022). Furthermore, positive emotions, for example, appreciation and gratitude have been found to advance classroom positive vibes (Froh et al., 2009). ...
A qualitative study has been conducted to explore and encourage Indonesian EFL teachers’ professional well-being using positive psychology. It used thematic analysis approach to scrutinize participants’ well-being and their perception of PP toward their teaching practices during the covid 19 outbreak. By having 4 participants, CATI (Computer Assisted-telephone Interview) was administered to do a semi structured interview since the mobilization was still low during the pandemic. The analyses disclosed that the 5 pillar components of PP or known as PERMA, namely, positive and negative emotions, engagement, relationship, meaningfulness, and achievement were found in participants’ responses to flourish their professional well-being. The results highlight that some elements of PERMA such as accomplishments and meaningfulness are not obtained yet since the participants are still in the process of achieving their most significant goals in their teaching career. Nevertheless, the other three elements, namely, positive emotion, engagement and relationship depicted clearly that all of them are stronger predictors in fulfilling their professional well being. Moreover, the distinctive learning environment, years of teaching, institutional policies and participants’ L1 did not show significant differences on how participants nurture their professional well-being. Thus, it is underlined that an EFL teacher’s professional well-being is not only acknowledged as a personal and subjective occurrence, but it is also influenced by collective and social phenomena in the EFL teacher’s teaching environment. Implications and profound understandings were discussed in this study.
HIGHLIGHTS:
• The analyses disclosed that the 5 pillar components of PP or known as PERMA, namely, positive and negative emotions, engagement, relationship, meaningfulness, and achievement were found in participants’ responses which flourish their professional well-being.
• The distinctive learning environment, years of teaching, institutional policies and participants’ L1 did not show significant differences on how participants nurture their professional well-being.
• Higher professional well-being of an educator can contribute to greater work performance by providing teachers with a sense of purpose, meaning, and fulfillment in their work.
... According to the moral affect theory of gratitude (McCullough et al., 2001), grateful individuals tend to be other-oriented and have greater concern for others-thereby leading them to provide support to others. Indeed, past studies have shown that individuals with high levels of gratitude engaged in greater prosocial behaviors than their counterparts with low levels of gratitude (Froh et al., 2009;Ma et al., 2017;Tsang, 2006). High levels of support provision, in turn, would be associated with lower levels of psychological distress (e.g., Raposa et al., 2016). ...
Universities and colleges in the United States implemented remote learning and restrictions on in-person social events during the Fall 2020 academic semester. These changes and restrictions, in addition to the other numerous negative impacts of COVID-19, can exacerbate the already stressful transition from high school to college. This transition is a key developmental period during which the complexity of interpersonal relationships and the risk of internalizing symptoms such as anxiety and depression increase. As such, the present study examined dispositional gratitude as a protective factor against depressive symptoms and loneliness among a sample of first-year college students who began college during the peak of the COVID-19 pandemic. We also examined whether perceived social support and support provision mediated these relationships. Participants were 364 first-year college students who completed three online surveys during the 1st (T1), 7th (T2), and 14th (T3) weeks of the Fall 2020 academic semester. T1 gratitude was associated with lower T3 depressive symptoms and feelings of loneliness over time. These relationships were mediated by T2 perceived social support but not by T2 support provision. Implications of our findings are discussed. (PsycInfo Database Record (c) 2023 APA, all rights reserved).
... Watkins believed that gratitude-gratitude disposition or gratitude behavior-is related to subjective well-being, which represents happiness [7]. Many studies have empirically found that gratitude is correlated with subjective well-being [8][9][10]. A longitudinal study verified a structural equation model that revealed the relationship between gratitude disposition and life satisfaction, which is a factor in subjective well-being [11]. ...
This study aimed to identify the relationship between grateful disposition and the subjective happiness of young adults; it examined a sequential double mediating effect model of social support and positive interpretation on this relationship. The study participants included 389 male and female Korean young adults. The Korean version of Gratitude Questionnaire-6, a modified subscale of the SU Mental Health Test, Iverson et al.’s scale for social support, and the Subjective Happiness Scale were used. PROCESS Macro 3.5 Model 6 was used to analyze the double mediating effect. The correlation analysis showed that grateful disposition was positively correlated with social support, positive interpretation, and subjective happiness in young adults. Moreover, social support was positively correlated with positive interpretation and subjective happiness, whereas positive interpretation was positively correlated with subjective happiness. In addition, the sequential mediating effect of social support and positive interpretation on grateful disposition and the subjective happiness of young adults was significant. This study confirmed the determinant roles of social support and positive interpretation in grateful disposition and the subjective happiness of young adults, providing useful information for planning future studies and developing education materials and interventions for cultivating grateful disposition in childhood and promoting happiness in young adults.
... However, various studies indicate that among adolescents and young adults, females tend to be more grateful than males [29][30][31][32][33][34]. Such evidence indicates the need to better understand how gender can be considered in making gratitude interventions more effective for in-school adolescents. ...
Gratitude interventions can provide cost-effective support for mental health to under-resourced schools. This study aims to better understand the effects of a promising intervention Bono et al. evaluated in 2020. Using a quasi-experimental design (where classes were assigned to a thanking app, gratitude curriculum, app + curriculum, or control condition), that evaluation found that the full (combined) intervention impacted students’ self-reported trait gratitude, anxiety, and subjective well-being (SWB) over six weeks, compared against only the control condition. However, here, we evaluated the individual intervention components’ effectiveness on students (N = 326) using multilevel modeling. As hypothesized, the full intervention impacted students’ gratitude, anxiety, and SWB, compared to the control condition, but impacted SWB more than the app-only condition, suggesting that teaching gratitude science makes thanking more meaningful. Then, we examined if stress mediated these effects. Perceived stress partially mediated the relationships of gratitude with depression and SWB and fully mediated the relationship of gratitude with anxiety. Additionally, changes in perceived stress and SWB differed by gender. Finally, we qualitatively analyzed thanks exchanges during the intervention using informal content analysis and found themes of psychological safety—a critical feature neglected in other interventions. We conclude with recommendations for optimizing school gratitude interventions.
... The strengths that are most related with life satisfaction in children are gratitude, love, vitality, perseverance, and love of knowledge (Giménez, 2010). For example, Froh, Yurkewicz, and Kashdan (2009) found that children and adolescents with a more grateful look on life experience more positive emotions, have greater social support, and employ a greater number of prosocial helping behaviours towards others. Regarding love, children and adolescents that score higher on this strength feel more secure and confident when facing daily stress and are capable of implementing more effective strategies for establishing more satisfactory social relationships (Hazan, 2004). ...
The presence of childhood and adolescent mental illness has risen significantly in recent years. The challenges that modern society poses necessitate providing children with the cognitive, social, and emotional competencies that help them avoid future mental illness as well as flourish socially and professionally. Positive psychology has introduced models of mental health in childhood to incorporate both the ‘treatment/prevention approach’ (i.e., treating and preventing mental disorders; removing negative states) as well as the ‘promotion approach’ (promoting life satisfaction; increasing positive states). In that sense, wellbeing can be defined as feeling good, functioning well, and doing good for others. Flourishing implies feeling satisfied with life and having the ability to live to the fullest. School and family contexts are important in the promotion of wellbeing in childhood. Nowadays, there is evidence that points to the positive association between levels of wellbeing and students’ academic performance, social abilities, and physical and psychological health. Many of the lifelong habits, beliefs, behaviours, and attitudes that a person carries are established in the family context. In this chapter, advances in the incorporation of positive psychology in these developmental environments are reviewed. Special attention is paid to the efficacy of interventions in preventing future psychological problems as well as in promoting childhood wellbeing, and the importance of political commitment to the achievement of generalized and sustainable changes over time is analysed.
... In this respect, the role of gratitude as a psychological factor in influencing the positive emotional feelings of customers has recently been discussed in the literature at different levels [90,91]. By definition, gratitude is an other-directed volunteer emotional aspect of human psychology as a result of the recognition of some particular benefit received from others [92]. The literature highly rates gratitude in building emotional customercompany relationships [93,94]. ...
Studies have shown that an organization’s corporate social responsibility (CSR) activities affect customer behaviors such as loyalty and satisfaction. In spite of this, the role of social media in informing customers about a brand’s CSR activities and in fostering customer advocacy behavior (CADB) has been underexplored. To fill this knowledge gap, this study investigates the relationship between the CSR-related communication of a banking organization and CADB. This study also examines how emotions such as customer–company identification (CCI) and gratitude as a mediator and a moderator. Using a self-administered questionnaire (n = 302), we collected data from banking customers. Hypotheses were evaluated by using structural equation modeling, which revealed that CSR positively predicts CADB, whereas there are mediating and moderating functions of CCI and GA. Theoretically, this study highlights the role of human emotions in behavior formation from the standpoint of social media. Practically, this study provides important insights for the banking sector’s administrators to realize the important role of CSR communication, using different social networking websites, for converting customers into brand advocates.
... The purpose of positive psychology is to improve mental health by emphasising positive emotions and human characteristics (16). Examining the positives may provide us with fresh information on human flourishing that we would not obtain by focusing exclusively on the negatives (17). By emphasising on virtues, morally upright individuals can be created and decent societies can be established (18). ...
The purpose of this article is to examine school-based interventions that have been designed and developed to promote students’ happiness, well-being, and academic achievement using a positive psychology approach that focuses on cultivating positive emotions, resilience, and positive character strengths. The current paper outlines the positive psychology movement and reviews evidence from 12 school-based positive psychology interventions that have been systematically evaluated, in response to calls from the 21 st century education movement for schools to incorporate students’ happiness and well-being as a focus of learning. The findings of this research shows that positive psychology programs are linked to students’ health, relationships, happiness, and academic success. The article offers recommendations for additional development of positive psychology interventions in schools, and explores those factors and variables that may influence positive psychology interventions to be extended and more systematically integrated into schools for happiness and well-being of students.
... The three items used to measure interpersonal influence are from Ferris et al. (2007), which reflect a person's adaptability in social situations to achieve one's personal goals. Employee gratitude describing employees' appreciation toward their organization was measured using three items from McCullough et al.'s (2002) gratitude adjective checklist, which is a frequently used measure of gratitude (Waters, 2012;Kaplan et al., 2014;Bock et al., 2016) with strong psychometric properties and validity-related evidence (Froh et al., 2009). Employee customer-oriented behavior that describes the extent to which employees assist their customers, solve their problems and satisfy their needs was measured with four items from Löhndorf and Diamantopoulos (2014). ...
Purpose
Employee gratitude is often associated with positive customer-related benefits. However, our understanding of employee gratitude is notably underdeveloped within the service literature. To address this issue, this study aims to position employee gratitude within the service profit chain (SPC) framework as a complementary mediator. Further, the authors empirically examine service climate as a central antecedent to employee gratitude and employee customer-oriented behavior as an outcome that triggers an internal and external reciprocal social exchange.
Design/methodology/approach
The examination of the research questions was done across two studies, using employee self-reported data (Study 1) and employee–customer dyadic data (Study 2). In Study 1, the authors investigate how employee gratitude mediates the relationship between service climate and customer-oriented behavior, with employee interpersonal influence functioning as a moderator. In Study 2, the authors examine how customer-oriented behavior, an outcome of Study 1, influences customer satisfaction and customer avoidance, with customer gratitude functioning as a mediator.
Findings
Results from both Study 1 and Study 2 support the proposed relationships. These studies contribute to the service literature by evaluating how and why employee gratitude functions as a significant factor in determining employee and customer behavior within the service context.
Originality/value
This work enriches the gratitude literature by empirically testing a novel theoretical perspective on employee and customer gratitude in service encounters. In doing so, the authors provide a more nuanced understanding of how internal and external processes are connected and potentially reinforced in SPC.
... It is important to highlight that the cognitive interviewing sample was small and gender-biased, since there were only six participants and five were girls. There is mixed evidence regarding gender differences in gratitude in children (Froh et al., 2009b;Freitas et al., 2011). ...
The present study explored the psychometric properties of the Multi-Component Gratitude Measure (MCGM), in Spanish with a sample of Colombian children. The sample was composed of 540 schoolchildren between 8–12 years old (265 females, mean age 10.04 years; 75 males, mean age 10.08 years). The MCGM aims to examine more comprehensively the moral virtue of gratitude as a construct with 3 components (emotional, conative/attitudinal, and behavioral) distributed across 6 subscales. We translated the MCGM into Spanish and validated the factor structure in a principal component analysis, basing the analysis on the 6 subscales. We corroborated that gratitude can be understood as a complex, multi-component construct from children's perspectives. Overall, the MCGM subscales showed good reliability coefficients between 0.7 and 0.9. Confirmatory factor analysis indicated that a 4-factor model structure (obtained in the PCA) presented the best-adjusted fit indices. Factor 1 represented the feelings subscale, factor 2 represented the attitudinal component, and factors 3 and 4 the behavioral component. Convergent validity was evaluated with other instruments of gratitude, along with additional variables including positive emotion, prosocial behavior and wellbeing, in a subsample of 210 children. Multiple sources of evidence indicate that the translated and validated measure, the MCGM-Spanish Youth (MCGM-SY), is an instrument with good reliability and validity for measuring gratitude in Spanish-speaking children.
... For clarity, dash lines in the figure represent estimates for nonsignificant pathways (p >.10, two-tailed). children's gender and age may play significant roles in parental socialization processes for child appreciation (Froh et al., 2009;Hussong et al., 2022). Although these were not the main goals in the study, we nonetheless tested the moderating effects of both children's gender and age across models in Figures 1-3 to provide insights for future studies. ...
Most extant research on parental socialization for child appreciation has either conflated appreciation and gratitude or fallen foul of a conceptual-operational mismatch, yielding theoretical controversies and inconsistent results. Using a matched conceptualization and operationalization of appreciation and based on three waves of data from 496 Chinese parent–child dyads (child age M = 10.25, SD = .69; 53.6% girls at Wave 1), this study examines: (a) associations among parental socialization goals and behaviors (e.g., I pointed out to my child that they have received something special) for child appreciation, parents’ own appreciation, and children’s appreciation; and (b) similarities and differences between appreciation and gratitude socialization processes. Results indicated that parental appreciation socialization goals at Wave 1 positively related to children’s appreciation at Wave 3 (i.e., 16 months later) via a positive association with parental socialization behaviors at Wave 2 (i.e., 8 months later). This mediation disappeared after incorporating parents’ own appreciation at Wave 2, which uniquely and positively related to children’s appreciation at Wave 3. When simultaneously including parents’ own appreciation and gratitude at Wave 2, only their appreciation positively related to both children’s appreciation and gratitude at Wave 3. Such findings highlight the importance of promoting parents’ own appreciation when facilitating children’s appreciation and differentiating between appreciation and gratitude.
... Prosocial behavior refers to the behavior that individuals consciously make to benefit others in social communication situations (Eisenberg et al., 1998). Prosocial behavior is one of the important manifestations of the development of adolescents' social ability, and also an important yardstick of adolescents' moral development (Jeffrey et al., 2008). It plays a key role in the development of individual mental health and socialization (Caprara et al., 2012). ...
Introduction
The development of prosocial behavior is an important embodiment of youth socialization. Cultivating adolescents’ prosocial behaviors can be beneficial to individuals form correct outlook on life and values, and has a profound impact on promoting the harmonious development of society.
Methods
This manuscript constructs a model to explain the mediating role of sense of meaning in life between gratitude and prosocial behavior and the moderating role of self-esteem in the mediating path. From the analysis of the data of 2,735 questionnaires utilizing SPSS 22.
Results
(1) Gratitude has a significant positive effect on prosocial behavior; (2) sense of meaning in life plays a mediating influence on the relationship between gratitude and prosocial behavior; and (3) self-esteem has a moderating impact on relationship between sense of meaning in life and prosocial behavior, which means that adolescents with high self-esteem experience a stronger positive effect of a sense of life’s meaning on their prosocial behavior.
Discussion
These findings not only add to research on the relationship between gratitude and prosocial behavior, but also provide ideas for improving adolescent prosocial behavior. Theoretical and practical implications, along with limitations and future research directions, were discussed.
Purpose
The purpose of this study is to analyze the potential mediating role of employee engagement in the relationship between gratitude and subjective well-being (SWB) of employees working in the information technology (IT) sector in India. The study investigated a moderated mediation model for gratitude and SWB, treating employee engagement as a mediator and gender as a moderator.
Design/methodology/approach
Data was collected from 162 professionals working IT sector in India. Process Macro, AMOS and IBM SPSS 22 were used to analyze the mediation and moderation effects.
Findings
The results depicted that employee engagement fully mediates the positive association between gratitude practice and the SWB of employees as well as the demographic variable; gender also demonstrated a full moderation effect between them.
Originality/value
This research may be one of the few studies from the Indian context that explore whether gratitude practiced by employees working in the IT sector can play a significant role in impacting their SWB. Past research models had not introduced employee engagement’s indirect impact on the examined variables.
As a character strength, gratitude is linked with positive emotions and can potentially provide many benefits to children and adolescents. Yet little is known about how and why children typically experience gratitude, and how to promote its development. We conducted 10 focus groups and written exercises with 38 Colombian fifth-graders (19 girls and 19 boys), from one public school and two private schools, to explore different components of their gratitude experiences, namely, the benefactors, benefits, feelings, and behavioral expressions associated with gratitude, using a theoretical/ deductive thematic analysis. There were many commonalities in the themes of the gratitude elements found in both girls’ and boys’ answers, and in both public and private schools. One element of gratitude not anticipated in the analysis was the degree of effort that children saw benefactors (particularly family members) investing in them. These findings can be used to inform educational interventions, making them more relevant to children in Colombian and other Latin American contexts.
The present study focuses on examining the role of Positive psychotherapy (PPT) on improving gratitude level of depressed adolescents. The effectiveness of PPT is measured through pre-test and post-test design. In this study, purposive sampling technique has been utilized for data collection. BDI-II and GQ-6 were used as test measures. Total of 120 participants (N=120), 60 depressed (Male=30 & Female=30) and 60 non-depressed (Male=30 & Female=30) were selected through the screening process. Among 60 moderately depressed adolescents every 10 th participants were selected, resulting in 6 participants (3 males & 3 females) were finally chosen for therapeutic purpose of taking PPT. The student's t-test (correlated sample) was used for statistical calculation. Research findings revealed that there were significant differences in the pre-test and post-test scores of gratitude among depressed and non-depressed adolescents. Positive Psychotherapy (PPT) as an intervention found to be effective for decreasing depressive symptoms in moderately depressed individuals by increasing pleasure, engagement, and meaning-both in-person and over the web during therapeutic sessions. After practicing (gratitude journal, using character strengths, practical wisdom, gratitude letter, hope, optimism) in the therapy, participants developed a sense of growth mind set and better adjustment with the environment. Results of the study indicated from the mean scores that the depressed adolescents showed improvement in post-test (after intervention) 'Gratitude' score after receiving PPT.
The purpose of this study is to empirically test Sirgy, Uysal, & Kruger’s (2017) benefits theory of leisure wellbeing in the March 2017 issue of the Applied Research in Quality of Life. The theoretical model posits that leisure activities contribute to leisure wellbeing by satisfying a set of basic needs (benefits related to safety, health, economic, sensory, escape, and sensation) and growth needs (symbolic, aesthetic, moral, mastery, relatedness, and distinctiveness), moderated by corresponding personality variables (safety consciousness, health conscious, price sensitivity, hedonism, escapism, sensation seeking, status consciousness, aestheticism, moral sensitivity, mastery seeking, extroversion, and need for distinction, respectively). The model was tested using data collected in South Korea using a sample of 502 adult leisure activity participants. The study results supported the theoretical notion that leisure activities contribute to leisure wellbeing through perceived benefits pertaining to safety, health, economic, sensory, escape, and sensation (benefits related to basic needs) as well as perceived benefits pertaining to symbolic, aesthetic, moral, mastery, relatedness, and distinctiveness (benefits related to growth needs). The results also indicate that personality variables influence the perception of leisure benefits, which in turn has a direct effect on leisure wellbeing. In other words, the results largely support the mediation, not moderation, effects of personality variables on leisure wellbeing. Theoretical and managerial implications are discussed.
Happiness is considered to be a life goal that can be elusive and yet one that all humans wish to achieve. Its importance is acknowledged by everyone, but there may be scepticism or lack of enthusiasm about research on happiness. The present essay aims at pointing out that happiness research as an area is promising. The discussion begins by outlining how this research area can be meaningful and summarises the various conceptualisations proposed in the philosophical, psychological, and economic perspectives. Possible integrative conceptual frameworks are then considered. After a brief description of the main methods and indicators used in this research, findings showing cultural influences on happiness are analysed. The significant correlates of happiness are summarised, including economic factors, equality, and social justice, prosociality and gratitude, and personality correlates. The discussion concludes by listing some issues that are still insufficiently explored. Considering the progress the area has already made, optimism is expressed about the future of happiness research and its expected contribution to national and social policy formulation towards a happy society.KeywordsPsychological perspectiveHappiness conceptCorrelates of happinessSustainable wellbeingCultural influence
The purpose of the present study was to explore whether trait gratitude correlates with subjective well-being (SWB) among Chinese university postgraduates as well as gender and only-child differences in the mean scores on measures of SWB and gratitude. A sample of 50 Chinese postgraduates participated in the research including the measurements of trait gratitude and subjective well-being. The findings indicate that gratitude was not associated with all items of SWB. However, the results find that gratitude was significantly and negatively correlated to negative affect, besides, satisfaction with life was positively correlated to the lack of deprivation and the gratitude to society. And the level of gratitude could be different in terms of gender and only child. The results indicate that female and not only-child reported higher levels of gratitude in comparison with male and only-child postgraduates respectively.
The primary objective of this study is to address the issue of low self-acceptance caused by Body Shaming. In order to promote positive aspects of human beings, such as engaging in Gratitude Journal activities, the Gratitude Journal was utilized. The study is a Pretest-Posttest Random Group Design that focuses on early adult female victims of Body Shaming. The sample consists of 20 participants, 10 in the Treatment Group and 10 in the Control Group. These participants were selected using a non-probability incidental sampling technique, and they all shared similar initial conditions, including awareness of the psychological effects of Body Shaming and the desire to overcome the problem. Regarding the Treatment Group, the intervention was a 21-day Gratitude Journal activity, which involved writing down the good things obtained in life. The measuring tools used included the Self-Acceptance Scale and the Gratitude Scale. The results showed that Gratitude Journal were effective in improving both self-acceptance (p= .004) and gratitude (p= .005). This study concluded that victims of Body Shaming can improve their self-acceptance and overcome the psychological effects they experience.
Gratitude has mostly been explored in relation to well-being but whether it is associated with school-related outcomes such as motivation and engagement has seldom been explored. Motivation and engagement, however, are critical to students’ academic success. Hence, the aim of this study was to examine how gratitude is associated with different types of academic motivation (amotivation, controlled motivation, and autonomous motivation) and engagement (cognitive, behavioural, and emotional). We recruited 1099 Chinese university students and asked them to answer questionnaires assessing their levels of gratitude, motivation, and engagement. Structural equation modelling revealed that gratitude was positively associated with controlled motivation, autonomous motivation, and academic engagement but negatively associated with amotivation. Autonomous motivation partially mediated the relationship between gratitude and academic engagement. The findings of this study elucidate the theoretical linkages among gratitude, motivation, and engagement, demonstrating the importance of gratitude for school-related outcomes.
Background
Prior research has reported that childhood maltreatment is associated with poor well-being, but few studies have examined the association between childhood maltreatment and well-being including hedonic and eudaimonic well-being using a daily diary method.
Objective
The present study investigated the association between childhood maltreatment and hedonic and eudaimonic well-being, and explored the mediating effects of social support and self-esteem.
Participants and setting
Data were collected applying a 14-day daily diary method in two samples. A total of 120 Chinese emerging adults (100 female; Mage = 20.48 years, age range = 18–24 years) and 229 Chinese emerging adults (187 female; Mage = 20.43 years, age range = 18–27 years) comprised the discovery sample and the replication sample, respectively.
Methods
Multilevel regression analysis and multilevel mediation analysis were conducted, while controlling for sex, age, and socioeconomic status.
Results
In the discovery sample, the multilevel regression analysis showed that childhood maltreatment had an equal effect on predicting the two types of well-being. Additionally, the multilevel mediation analysis demonstrated that social support and self-esteem acted as independent and equally important mediators of the associations between childhood maltreatment and the two types of well-being. Moreover, the total indirect effect on the childhood maltreatment–hedonic well-being link had no significant difference from that on the childhood maltreatment–eudaimonic well-being link. The replication sample reconfirmed the results of the discovery sample, which provides greater credibility to our findings.
Conclusions
Social support and self-esteem might help to improve the well-being of emerging adults who have suffered childhood maltreatment, and might therefore be important intervention targets.
This article explores and describes parent-adolescent dyads’ experiences of gratitude activities in a South African context. Our sample of six parent-adolescent dyads (n = 12) completed structured gratitude activities to participate in over a period of three weeks, followed by qualitative interviews regarding their experiences. Thematic analysis of the data yielded the following themes regarding the experience of gratitude activities: (i) positive experiences such as difference, pleasantness, challenge, and usefulness; (ii) a deeper understanding of gratitude, including becoming aware of things participants previously took for granted; and (iii) the relational value of spending time together. Our brief gratitude intervention appeared to have efficacy for mutually supportive relationships among the parent-adolescent dyads.
A grateful personality is one of the essential elements in the personality development of students. This personality is reflected in verbal and deeds as a manifestation of acknowledgment in the heart for the blessings. This personality encourages students to appreciate and repay the kindness of others. This study aims to determine the level of gratitude of junior high school students in East Kalimantan. This study used a mixed-method approach. Respondents in this study were 714 people. The mean test results showed that the level of students' gratitude at Junior High Schools in East Kalimantan was very high, with an average score of 4.6. The teacher's strategies in instilling a grateful personality are with advice, exemplary, assignments, habituation, and activity programs at school. The methods are by providing materials (lectures, advice, discussions, and questions and answers related to gratitude), exemplary by providing examples of the values of gratitude, giving demonstration tasks, and practice in gratitude, giving the task of making a list of good things that have been felt and should be grateful for every day, habituation to good things (instilling the nature of qana'ah, giving appreciation and motivation, presenting a sense of empathy around oneself, inviting self-introspection, giving charity, helping others, spreading smiles, greetings, visiting friends or teachers who are sick or grieving), and school programs (dhuha and dzuhur prayers in congregation, reading the Qur'an, praying before starting lessons, and giving sadaqah every Friday at school). The results of this study may have an implication to become a policy regulation for schools to support the development of a grateful personality for students of Junior High School.
Gratitude is teaching about morality that concerns all aspects of human life. This study aims to determine the spiritual values of gratitude in the Qur'an in relation to character in Islamic education. Through a subjective-cum-objective hermeneutic approach, the research results show that gratitude contains several character values that are needed in Islamic education. These character values include, amanah, qonā'ah, istiqāmah, tawāḍu', tawakal, optimistic, creative, hard work and social care. The results of this study indicate that gratitude is the main character that contains religious and social character values based on belief and faith in God. These character values are needed in achieving the goals of Islamic education.
Araştırmanın amacı özel gereksinimli çocuğu olan annelerin mutluluk korkusu ile şükran düzeylerini sosyo-demografik değişkenler açısından incelemek ve mutluluk korkusu ile şükran düzeyleri arasındaki ilişkilerin belirlenmesidir. Bu araştırma kapsamında İstanbul’da ikamet eden, zihinsel yetersizliği veya otizm tanısı olan çocuğa sahip 312 anne çalışma grubunu oluşturmaktadır. İlişkisel tarama modelinin kullanıldığı bu araştırmada çalışma grubunun Mutluluk Korkusu düzeylerini ölçmek amacıyla Demirci vd., (2016) tarafından Türkçe’ye uyarlanan Mutluluk korkusu ölçeği, Şükran düzeylerini ölçmek amacıyla ise Kardaş ve Yalçın (2019) tarafından geliştirilen Şükran ölçeği kullanılmıştır. Araştırmanın bulgularına ilişin analizler SPSS 17 paket programı kullanılarak yapılmıştır. Analiz kısmında gruplar arası karşılaştırmalarda bağımsız örneklem T testi ve ANOVA testi farklılıkların hangi yönde gerçekleştiğini belirlemek amacıyla da Tukey testi kullanılmıştır. Katılımcıların şükran düzeyleri ve mutluluk korkusu düzeyleri arasındaki ilişkiyi incelemek amacıyla Pearson Momentler katsayısı kullanılmıştır. Bunun yanında, katılımcıların şükran düzeyinin mutluluk korkusu düzeyleri üzerindeki etkiyi belirlemek amacıyla da çoklu regresyon analizi kullanılmıştır. Özel gereksinimli çocuğu olan annelerin şükran düzeyleri ve mutluluk korkusu düzeyleri arasındaki ilişkilerin incelendiği bu araştırmada hem sosyo-demografik değişkenlere göre hem de değişkenler arasındaki ilişkilere göre anlamlı sonuçlar elde edilmiştir. Araştırma sonuçlarına göre annelerin mutluluk korkusu ve şükran düzeylerinin yaş, ekonomik durum, öğrenim durumu, çocuk sayısı değişkenleri açısından farklılaştığı, şükran düzeyleri ile mutluluk korkusu düzeyleri arasında da negatif yönlü anlamlı bir ilişki olduğu görülmüştür.
A student is every person who is officially registered to take lessons in the world of education, students should in carrying out their duties want happiness. Happiness is the life goal of each individual in this case is a student to determine his future. But in reality many students often get unhappiness problems, such as anxiety, fear, negative emotions, relationships with other people. Student happiness in school can be obtained from various factors. Factors that affect a person's level of happiness include gratitude, marital status, age, health, occupation, religion, gender, education level, welfare, and others. Grateful students tend to have positive emotions, pride, hope, enthusiasm, forgiveness, and feelings of joy. Based on this phenomenon, the researcher considers it necessary to conduct research with the aim of knowing the relationship between Gratitude and Happiness for Class XII Students of Hang Tuah 5 High School Sidoarjo. This study uses correlational quantitative methods, with a total sample of 207 students who were taken using the simple saturated technique. The data collection technique in this study uses two psychology models with a Likert scale, namely gratitude and happiness. Data analysis was carried out using the help of SPSS 20 Version for Windows. The results of the analysis of this study found that the correlation coefficient was 0.831 with a significance of 0.000 <0.05, which means that there is a positive relationship between gratitude and happiness. So the higher the gratitude, the higher the happiness. The results of the determination test in this study showed 0.685 (adjusted R Square) proving that in this study the gratitude variable gave an effective contribution of 68.5% to student happiness.
Gratitude is conceptualized as a moral affect that is analogous to other moral emotions such as empathy and guilt. Gratitude has 3 functions that can be conceptualized as morally relevant: (a) a moral barometer function (i.e., it is a response to the perception that one has been the beneficiary of another person's moral actions); (b) a moral motive function (i.e., it motivates the grateful person to behave prosocially toward the benefactor and other people); and (c) a moral reinforcer function (i.e., when expressed, it encourages benefactors to behave morally in the future). The personality and social factors that are associated with gratitude are also consistent with a conceptualization of gratitude as an affect that is relevant to people's cognitions and behaviors in the moral domain.
In four studies, the authors examined the correlates of the disposition toward gratitude. Study 1 revealed that self-ratings and observer ratings of the grateful disposition are associated with positive affect and well-being prosocial behaviors and traits, and religiousness/spirituality. Study 2 replicated these findings in a large nonstudent sample. Study 3 yielded similar results to Studies 1 and 2 and provided evidence that gratitude is negatively associated with envy and materialistic attitudes. Study 4 yielded evidence that these associations persist after controlling for Extraversion/positive affectivity, Neuroticism/negative affectivity, and Agreeableness. The development of the Gratitude Questionnaire, a unidimensional measure with good psychometric properties, is also described.
One of the major developments of the second year of human life is the emergence of the ability to pretend. A child's knowledge of a real situation is apparently contradicted and distorted by pretense. If, as generally assumed, the child is just beginning to construct a system for internally representing such knowledge, why is this system of representation not undermined by its use in both comprehending and producing pretense? In this article I present a theoretical analysis of the representational mechanism underlying this ability. This mechanism extends the power of the infant's existing capacity for (primary) representation, creating a capacity for metarepresentation. It is this, developing toward the end of infancy, that underlies the child's new abilities to pretend and to understand pretense in others. There is a striking isomorphism between the three fundamental forms of pretend play and three crucial logical properties of mental state expressions in language. This isomorphism points to a common underlying form of internal representation that is here called metarepresentation. A performance model, the decoupler, is outlined embodying ideas about how an infant might compute the complex function postulated to underlie pretend play. This model also reveals pretense as an early manifestation of the ability to understand mental states. Aspects of later preschool development, both normal and abnormal, are discussed in the light of the new model. This theory begins the task of characterizing the specific innate basis of our commonsense "theory of mind.".
In this article, we attempt to distinguish between the properties of moderator and mediator variables at a number of levels. First, we seek to make theorists and researchers aware of the importance of not using the terms moderator and mediator interchangeably by carefully elaborating, both conceptually and strategically, the many ways in which moderators and mediators differ. We then go beyond this largely pedagogical function and delineate the conceptual and strategic implications of making use of such distinctions with regard to a wide range of phenomena, including control and stress, attitudes, and personality traits. We also provide a specific compendium of analytic procedures appropriate for making the most effective use of the moderator and mediator distinction, both separately and in terms of a broader causal system that includes both moderators and mediators. (46 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
In this article, the author describes a new theoretical perspective on positive emotions and situates this new perspective within the emerging field of positive psychology. The broaden-and-build theory posits that experiences of positive emotions broaden people's momentary thought-action repertoires, which in turn serves to build their enduring personal resources, ranging from physical and intellectual resources to social and psychological resources. Preliminary empirical evidence supporting the broaden-and-build theory is reviewed, and open empirical questions that remain to be tested are identified. The theory and findings suggest that the capacity to experience positive emotions may be a fundamental human strength central to the study of human flourishing.
Psychology after World War II became a science largely devoted to healing. It concentrated on repairing damage using a disease model of human functioning. This almost exclusive attention to pathology neglected the idea of a fulfilled individual and a thriving community, and it neglected the possibility that building strength is the most potent weapon in the arsenal of therapy. The aim of positive psychology is to catalyze a change in psychology from a preoccupation only with repairing the worst things in life to also building the best qualities in life. To redress the previous imbalance, we must bring the building of strength to the forefront in the treatment and prevention of mental illness.
We investigated the relationship between the emotional states of gratitude and indebtedness in two studies. Although many have suggested that these affects are essentially equivalent, we submit that they are distinct emotional states. Following Heider (1958), we propose that with increasing expectations of return communicated with a gift by a benefactor, indebtedness should increase but gratitude should decrease. The results of two vignette studies supported this hypothesis, and patterns of thought/action tendencies showed these states to be distinct. In addition, we found that with increasing expectations communicated by a benefactor, beneficiaries reported that they would be less likely to help the benefactor in the future. Taken together, we argue that the debt of gratitude is internally generated, and is not analogous to an economic form of indebtedness.
Two studies are reported on the question of whether children acquire concepts for more complex emotions, such as jealousy and pride, in an all-or-nothing manner rather than feature by feature. In the first study, 96 children between 4 and 7 years of age were asked to describe situations that would evoke happiness, pride, gratitude, shame, worry, and jealousy. Children were also asked whether each emotion felt good or bad. In the second study, 4 and 5-year-olds rated the same emotions for feelings of pleasure and arousal. Together, the results suggested that before a complete concept, children attain a partial conceptualisation of each complex emotion: They understand the pleasure and arousal associated with the emotion, but have no knowledge of the kind of situation that evokes it. Even 4-year-olds knew the pleasure and arousal associated with pride, gratitude, shame, worry, and jealousy-thus demonstrating that children's understanding quickly moves beyond the simpler emotions.
This study investigated 3 broad classes of individual-differences variables (job-search motives, competencies, and constraints) as predictors of job-search intensity among 292 unemployed job seekers. Also assessed was the relationship between job-search intensity and reemployment success in a longitudinal context. Results show significant relationships between the predictors employment commitment, financial hardship, job-search self-efficacy, and motivation control and the outcome job-search intensity. Support was not found for a relationship between perceived job-search constraints and job-search intensity. Motivation control was highlighted as the only lagged predictor of job-search intensity over time for those who were continuously unemployed. Job-search intensity predicted Time 2 reemployment status for the sample as a whole, but not reemployment quality for those who found jobs over the study's duration. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
The purpose of these studies was to develop a valid measure of trait gratitude, and to evaluate the relationship of gratitude to subjective well-being (SWB). Four studies were conducted evaluating the reliability and validity of the Gratitude Resentment and Appreciation Test (GRAT),
a measure of dispositional gratitude. This measure was shown to have good internal consistency and temporal stability. The GRAT was shown to relate positively to various measures of SWB. In two experiments, it was shown that grateful thinking improved mood, and results also supported the predictive
validity of the GRAT. These studies support the theory that gratitude is an affective trait important to SWB.
Presents a theoretical analysis of the representational mechanism underlying a child's ability to pretend. This mechanism extends the power of the infant's existing capacity for (primary) representation, creating a capacity for "metarepresentation." It is this, developing toward the end of infancy, that underlies the child's new abilities to pretend and to understand pretense in others. There is a striking isomorphism between the 3 fundamental forms of pretend play and 3 crucial logical properties of mental state expressions in language. This isomorphism points to a common underlying form of internal representation that is here called metarepresentation. A performance model, the "decoupler," is outlined embodying ideas about how an infant might compute the complex function postulated to underlie pretend play. This model also reveals pretense as an early manifestation of the ability to understand mental states. Aspects of later preschool development, both normal and abnormal, are discussed in the light of the new model. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
W. Wilson's (1967) review of the area of subjective well-being (SWB) advanced several conclusions regarding those who report high levels of "happiness." A number of his conclusions have been overturned: youth and modest aspirations no longer are seen as prerequisites of SWB. E. Diener's (1984) review placed greater emphasis on theories that stressed psychological factors. In the current article, the authors review current evidence for Wilson's conclusions and discuss modern theories of SWB that stress dispositional influences, adaptation, goals, and coping strategies. The next steps in the evolution of the field are to comprehend the interaction of psychological factors with life circumstances in producing SWB, to understand the causal pathways leading to happiness, understand the processes underlying adaptation to events, and develop theories that explain why certain variables differentially influence the different components of SWB (life satisfaction, pleasant affect, and unpleasant affect). (PsycINFO Database Record (c) 2012 APA, all rights reserved)
A child version of the Positive and Negative Affect Schedule (PANAS; D. Watson et al, see record
1988-31508-001), the PANAS-C, was developed using students in Grades 4–8 (
N = 707). Item selection was based on psychometric and theoretical grounds. The resulting Negative Affect (NA) and Positive Affect (PA) scales demonstrated good convergent and discriminant validity with existing self-report measures of childhood anxiety and depression; the PANAS-C performed much like its adult namesake. Overall, the PANAS-C, like the adult PANAS, is a brief, useful measure that can be used to differentiate anxiety from depression in youngsters. As such, this instrument addresses the shortcomings of existing measures of childhood anxiety and depression. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Gratitude is conceptualized as a moral affect that is analogous to other moral emotions such as empathy and guilt. Gratitude has 3 functions that can be conceptualized as morally relevant: (a) a moral barometer function (i.e., it is a response to the perception that one has been the beneficiary of another person's moral actions); (b) a moral motive function (i.e., it motivates the grateful person to behave prosocially toward the benefactor and other people); and (c) a moral reinforcer function (i.e., when expressed, it encourages benefactors to behave morally in the future). The personality and social factors that are associated with gratitude are also consistent with a conceptualization of gratitude as an affect that is relevant to people's cognitions and behaviors in the moral domain.
The acquisition of routines is one aspect of language development. Routines such as Bye-bye, in contrast to more referential language, appear to be among the earliest acquisitions and are congruent with the sensori-motor child's capacities. This study investigates performance of the highly constrained Hallowe'en Trick or treat routine in 115 children from 2 to 16 years of age. Changes in competence and the role of parental input are examined in relation to cognitive and social factors. (First routines; the Hallowe'en interaction; children's production; adult participation; adult metalanguage; implications for ethnographic research.)
Although theorists have proposed the existence of multiple distinct varieties of positive emotion, dispositional positive affect is typically treated as a unidimensional variable in personality research. We present data elaborating conceptual and empirical differences among seven positive emotion dispositions in their relationships with two core personality constructs, the ''Big Five'' and adult attachment style. We found that the positive emotion dispositions were differentially associated with self-and peer-rated Extraversion, Conscientiousness, Agreeableness, Openness to Experience, and Neuroticism. We also found that different adult attachment styles were associated with different kinds of emotional rewards. Findings support the theoretical utility of differentiating among several dispositional positive emotion constructs in personality research.
The effect of large and small favors on gratitude was tested using a behavioral measure. Participants were 149 undergraduates (120 female, 29 male). Half received raffle tickets for a US$100 prize, and half received tickets for a US$10 prize. Some received tickets from another (fictitious) student, and others received tickets by chance. Participants receiving a favor subsequently distributed more tickets to the other student; participants receiving a more valuable favor also distributed more (ps < 0.05). Self-reported grateful motivation predicted distribution better than did indebtedness. Grateful motivation mediated the relationship between favor and distribution (p < 0.05). Results provide validity for a behavioral measure of gratitude, tentatively support favor value as a determinant of gratitude, and further differentiate between gratitude and indebtedness.
Psychology after World War II became a science largely devoted to healing. It concentrated on repairing damage using a disease model of human functioning. This almost exclusive attention to pathology neglected the idea of a fulfilled individual and a thriving community, and it neglected the possibility that building strength is the most potent weapon in the arsenal of therapy. The aim of positive psychology is to catalyze a change in psychology from a preoccupation only with repairing the worst things in life to also building the best qualities in life. To redress the previous imbalance, we must bring the building of strength to the forefront in the treatment and prevention of mental illness.
The effect of a grateful outlook on psychological and physical well-being was examined. In Studies 1 and 2, participants were randomly assigned to 1 of 3 experimental conditions (hassles, gratitude listing, and either neutral life events or social comparison); they then kept weekly (Study 1) or daily (Study 2) records of their moods, coping behaviors, health behaviors, physical symptoms, and overall life appraisals. In a 3rd study, persons with neuromuscular disease were randomly assigned to either the gratitude condition or to a control condition. The gratitude-outlook groups exhibited heightened well-being across several, though not all, of the outcome measures across the 3 studies, relative to the comparison groups. The effect on positive affect appeared to be the most robust finding. Results suggest that a conscious focus on blessings may have emotional and interpersonal benefits.
We demonstrate that incidental emotions (e.g. anger stemming from an argument with your spouse) influence trust in unrelated settings (e.g. the likelihood of trusting a co-worker). Incidental happiness and gratitude increase trust, and incidental anger decreases trust. Other-person control appraisals mediate this relationship, and trustee familiarity moderates this relationship.
This chapter examines the feeling of being grateful. It suggests feeling grateful is similar to other positive emotions that help build a person's enduring personal resources and broaden an individual's thinking. It describes various ways by which gratitude can transform individuals, organizations, and communities in positive and sustaining ways. It discusses the specific benefits of gratitude including personal and social development, community strength and individual health and well-being.
Do women express their feelings more than men? Popular stereotypes say they do, but in this provocative book, Leslie Brody breaks with conventional wisdom. Integrating a wealth of perspectives and research--biological, sociocultural, developmental--her work explores the nature and extent of gender differences in emotional expression, as well as the endlessly complex question of how such differences come about.
Nurture, far more than nature, emerges here as the stronger force in fashioning gender differences in emotional expression. Brody shows that whether and how men and women express their feelings varies widely from situation to situation and from culture to culture, and depends on a number of particular characteristics including age, ethnicity, cultural background, power, and status.
Especially pertinent is the organization of the family, in which boys and girls elicit and absorb different emotional strategies. Brody also examines the importance of gender roles, whether in the family, the peer group, or the culture at large, as men and women use various patterns of emotional expression to adapt to power and status imbalances.
Lucid and level-headed, Gender, Emotion, and the Family offers an unusually rich and nuanced picture of the great range of male and female emotional styles, and the variety of the human character.
Reviews of this book:
Gender, Emotion, and the Family focuses on gender differences in the experience and expression of emotion...[Brody] has gathered an amazing amount of data from innumerable studies...[and gives] a balanced account of the effect of environmental variables on the development of emotion.
--Lucy Horwitz, Boston Book Review
Reviews of this book:
Finally, an accurate and well-balanced discussion of topics that are on everybody's mind. Brody integrates research on the socialization of violence in boys and of the caretaking role for girls. Both this book and actual scientific research strongly support the role of nurture rather than nature in gender socialization...[A] highly recommended book.
--F. Smolucha, Choice
Reviews of this book:
Drawing on a wealth of information, [Leslie Brody] illuminates the ways in which men and women, boys and girls, develop and express emotions in the context of the family...This in-depth research addresses many issues, from power in relationships to the physiological expression of emotion; evidence of contradictory findings is detailed. This is a valuable addition to the ever-changing frontiers of behavior research.
--Margaret Cardwell, Library Journal
Reviews of this book:
Beyond the main points about the complexities and contingencies of gender differences and their development, the book contains accounts of many, many fascinating studies and intriguing points of view. . . . Brody ultimately succeeds in articulating a comprehensive, thoughtful, and intellectually rigorous review of the research literature on gender differences in emotional expression, from a feminist empiricist perspective. This is an important book to own . . . . a valuable reference for researchers and professionals.
--Contemporary Psychology
Brody has formidable mastery of this burgeoning field. Gender, Emotion, and the Family offers new theoretical insights for lay readers and fellow scholars alike. Highly readable, responsible, and original, this will be the major work on the socialization of emotion for a long time to come.
--Judith A. Hall, Northeastern University
A beautifully written text that integrates theory and research in a sophisticated yet highly readable way. Brody examines the development of emotional experience and expression in the family and the intimate connections between emotion, familial relationships, and gender. Brody's tremendous breadth of scholarship shows in every chapter, and her thoughtful, comprehensive, and insightful responses to the complex questions in the field are a must read for students and scholars alike.
--Amy G. Halberstadt, North Carolina State University
Leslie Brody provides a careful evaluation of the research data on precisely what the gender differences are--and are not--in emotional experience and expression, but that is only the first strength of her book. With an original and complex transactional theory, she shows how physiological, relational and cultural factors interact in creating gender differences in emotion, and reminds us how peculiar it is to try--as psychologists have!-- to make much of any single factor. Gender, Emotion, and the Family outlines a compelling research agenda that will move the next generation of empirical studies to a new and much more exciting level.
--Abigail Stewart, Professor of Psychology and Women's Studies, University of Michigan
An invaluable resource for researchers on all aspects of the psychology and sociology of gender, Gender, Emotion, and the Family comprehensively synthesizes and re-analyzes the enormous research literature on supposed gender differences in emotional expression. Leslie Brody offers a clear and compelling critique of the widespread belief that males and females have essentially different emotional styles. Arguing that apparent gender differences in emotion are closely related to gender differences in dominance and power, Brody illuminates the great diversity of experience and behavior found among members of the same sex, and reminds us of the powerful role played by stereotypes in dictating emotions that men and women should display, and the pressures they feel to conform to those stereotypes.
--Elizabeth Aries, Amherst College
Brody has formidable mastery of this burgeoning field. Gender, Emotion, and the Family offers new theoretical insights for lay readers and fellow scholars alike. Highly readable, responsible, and original, this will be the major work on the socialization of emotion for a long time to come.
--Judith A. Hall, Northeastern University
Leslie Brody provides a careful evaluation of the research data on precisely what the gender differences are--and are not--in emotional experience and expression, but that is only the first strength of her book. With an original and complex transactional theory, she shows how physiological, relational and cultural factors interact in creating gender differences in emotion, and reminds us how peculiar it is to try--as psychologists have!-- to make much of any single factor. Gender, Emotion, and the Family outlines a compelling research agenda that will move the next generation of empirical studies to a new and much more exciting level.
--Abigail Stewart, University of Michigan
In this article, the author describes a new theoretical perspective on positive emotions and situates this new perspective within the emerging field of positive psychology. The broaden-and-build theory posits that experiences of positive emotions broaden people's momentary thought-action repertoires, which in turn serves to build their enduring personal resources, ranging from physical and intellectual resources to social and psychological resources. Preliminary empirical evidence supporting the broaden-and-build theory is reviewed, and open empirical questions that remain to be tested are identified. The theory and findings suggest that the capacity to experience positive emotions may be a fundamental human strength central to the study of human flourishing.
This chapter explores the philosophical and theological foundations of gratitude. It examines the place of gratitude in the history of ideas, focusing primarily on the influential writings of philosopher and economist Adam Smith. It provides a scholarly overview of several other philosophers for whom gratitude was central in their thinking, including Thomas Aquinas, Thomas Hobbes and Samuel Pufendorf and evaluates the importance of gratitude in civic society.
Abstract Traditional assessments of children’s mental health have focused on measuring symptoms,of psychopathology. A growi ng body of empirical evidence supports widening assessment to include measures ofindividual and environmental,protective assets. One personal strength that merits study among,children and adolescents is life satisfaction, which represents peoples’ subjective judgments ofthe quality of their lives as a whole orquality of specific domains,within their lives. This paper reviews the psychometric,properties and research histories of two brief life satisfaction measures available for use with youth. The Students' Life Satisfaction Scale (Huebner, 1991) is a 7- item measure of global life satisfaction; the Brief MultidimensionalStudents’ Life Satisfaction Scale is a 5-item measure of adolescents’ satisfaction with important
In two studies, the development of children's knowledge of the situations that provoke emotion was examined. In the first study, English and Dutch children aged 5, 7, 10 and 14 years were presented with 20 common emotion terms and asked to describe situations likely to provoke each emotion. For children of both nationalities, knowledge of the determinants of emotion was not restricted to emotions that can be easily linked with a discrete facial expression. It rapidly extended to more complex emotions such as pride, worry, or jealousy. A second study undertaken with children living in an isolated Himalayan village confirmed and extended these basic findings. Additional analysis of both the accuracy with which children suggested determinants, and inter-relationships among those determinants suggested that children acquire such knowledge quite abruptly for any given emotion term.
The authors surveyed 212 university students in Japan and 284 university students in Thailand, using a multiaspect questionnaire that was designed to investigate cultural similarities and differences in gratitude. The questionnaire included the items involved in hypothetical helping situations: (a) perceived gains of recipients, cost to benefactors, and obligation to help as antecedent variables of gratitude; (b) both positive feelings of gratitude and feelings of indebtedness; and (c) requital to benefactors and increased prosocial motivation of recipients as an outcome of gratitude. In both Japanese and Thai students, positive feelings cor-related with facial and verbal expressions of gratitude and increased prosocial motivation. However, the variable of feelings of indebtedness was positively related to increased prosocial motivation only in Japanese male students.
Perhaps beginning with Cicero, who called gratitude "the parent of the virtues," scholars in the humanities have associated gratitude with morality and prosocial behavior. The limited amount of social scientific research on gratitude that has accumulated over the last century demonstrates these assertions to be generally accurate, with some qualifications. The emotion of gratitude functions as a moral barometer, a moral motive, and (when people express their grateful emotions in words or actions) a moral reinforcer. Furthermore, we hypothesized that, because gratitude is so closely tied to moral and prosocial behaviors, personality differences in gratitude would be positively associated with traits that facilitate interpersonal relations, and negatively associated with traits that interfere with maintaining stable, positive relationships (see Roberts, chap. 4, this volume, for details on the distinction between emotional and dispositional gratitude). In this chapter, we elaborate on each of these hypotheses and briefly describe the strength of supporting research evidence. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Despite the recent surge in interest in the concept of gratitude, those who study this emotional experience largely rely on the norm of reciprocity to explain the phenomenon. However, I argue that this view is not enough to explain either the causes or full consequences of feelings of gratitude. Instead, I believe that the feeling of gratitude is based in our fundamental need to belong, which incorporates the norm of reciprocity, but more completely explains the experience. Using three different methods, I will test hypotheses about the determinants of gratitude, as well as consequences beyond simple reciprocity. The purpose of Study 1 is to demonstrate the ecology of grateful experiences (versus other positive experiences) in daily life; Study 2 takes advantage of naturally-occurring occasions of gift-giving in sororities to test hypotheses about the determinants and long-term effects of gratitude; and Study 3 will test the hypothesis that gratitude can create positive interactions between recipient and benefactor with roommate pairs. Grounding this research in two important theoretical traditions---relationships and emotions---allows me to broaden the scope of hypotheses from which to draw. Beyond the theoretical contributions to these two literatures, I believe that this research will have implications for understanding one important component of our social life. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
This study investigated whether preschoolers would spontaneously say thank you in a familiar context without their parents' presence. Two hundred and fifty 3 1/2- to 4 1/2-year-olds played a game with their teachers and received a reward from either an unfamiliar peer or adult. Across conditions, 37 percent of the children said thank you spontaneously, more than in previous studies. The frequency of the spontaneous use of thank you was assessed as a function of sex, socioeconomic status, and listener status. Preschool-aged girls said thank you spontaneously more than boys, χ2(1) = 7.95, p < .01. Also, children from families of low economic status said thank you spontaneously more than children from middle income families, χ2(1) = 7.17, p < .01. This finding does not appear to be due to racial differences. Finally, the preschoolers said thank you spontaneously more to the adult than to the peer, χ2(1) = 4.27, p < .05. These results are discussed in terms of their implications for pragmatic socialization and the acquisition of politeness formulas such as thank you. (Routines, politeness formulas, pragmatic socialization, sex differences, socioeconomic differences, language and status)
Are emotions essentially an individual-subjective phenomenon, or are they broader in scope? Do emotions mainly represent what the individual feels ‘inside’ or do they also carry implications for the social context? Questions such as these were in the background of the present research that has examined the way emotions are viewed, understood, and experienced by young and older adult men and women (ranging in age from 18 to 50) in two cultural environments, Germany and the US. Overall, the results revealed distinctly different patterns of age and sex differences in the evaluation and experience of emotions for Americans and Germans. In addition, the study identified specific emotions (e.g. gratitude, despair, rage) that seem to have different connotations and associations for individuals in the two cultural groups. Interpretation of the findings emphasizes connections between the emotional life and emotional understanding of the individual and broad sociocultural themes. It is argued that social context is an important feature of emotion requiring more extensive consideration is psychological theory and research on emotion.
Stereotypes about gender and emotional expression tend to be imprecise and misleading. They fail to acknowledge situational, individual, and cultural variations in males' and females' emotional expressiveness. They also tend to generalize across emotional intensity and frequency, as well as across different modalities of emotional expression, e.g. verbal vs. behavioral modalities. Moreover, they tend to exaggerate the extent of gender differences in emotional expression. I argue that when gender differences in emotional expression do occur, they can be traced to social processes such as dissimilar gender roles, status and power imbalances, and differing socialization histories of males and females. These processes may predispose some males and females to express emotions differently in some cultures and in some contexts. To support this argument, I present data from two studies, one showing that the amount of time fathers spend with their children relates to the gender stereotypic nature of their children's emotional expressiveness; and the other showing that gender differences in emotional expressiveness are culturally specific in a sample of Asian international, Asian-American, and European-American college students. Finally, I note the potentially destructive limitations imposed by stereotypes on males' and females' interpersonal functioning as well as on their mental and physical health.
In a quasi-field experiment 479 subjects (beneficiaries) were observed as experimenters (benefactors) performed an altruistic act for them. Their responses were classified mainly into shows of gratitude, such as saying Thank you. Such amenities are expected in a traditional model of courtly chivalry, i.e., the door-opening ceremony. Experimenters were randomly assigned in a three-factor design, setting sex of experimenter sex of subject, with approximately 60 subjects per cell. The town-gown setting (university vs. community library) unexpectedly produced no difference. Traditional pairs (i.e., male benefactors and female beneficiaries) elicited most thanks. Estimated physical attractiveness of subject interacted strikingly with sex in affecting level of thanks shown. Most thankful were plain female beneficiaries for whom male benefactors held doors open. Overall, the data conformed best with a traditional model but also hinted at anomie (tradition in transition).
While most books on missing data focus on applying sophisticated statistical techniques to deal with the problem after it has occurred, this volume provides a methodology for the control and prevention of missing data. In clear, nontechnical language, the authors help the reader understand the different types of missing data and their implications for the reliability, validity, and generalizability of a study’s conclusions. They provide practical recommendations for designing studies that decrease the likelihood of missing data, and for addressing this important issue when reporting study results. When statistical remedies are needed--such as deletion procedures, augmentation methods, and single imputation and multiple imputation procedures--the book also explains how to make sound decisions about their use. Patrick E. McKnight's website offers a periodically updated annotated bibliography on missing data and links to other Web resources that address missing data.
Two studies investigated the psychometricproperties of the Brief MultidimensionalStudents' Life Satisfaction Scale (MSLSS: Huebner, 1994). In Study 1, 221 middle schoolstudents completed the Brief MultidimensionalStudents' Life Satisfaction Scale (BMSLSS),Multidimensional Students' Life SatisfactionScale, Students' Life Satisfaction Scale (SLSS:Huebner, 1991a), Positive and Negative AffectSchedule-Children's Version (Laurent et al.,1999), Children's Social Desirability Scale(Crandall et al., 1965), and a one-item globallife satisfaction rating (GLLS). Students alsorated the importance of the BMSLSS five lifesatisfaction domains (Family, Friends, School,Self, Living Environment). The results revealedacceptable internal consistency reliability,criterion-related validity, and constructvalidity for the BMSLSS Total score forresearch purposes. Furthermore, evidence ofconvergent and discriminant validity for theBMSLSS domain scores was also obtained throughmultitrait-multimethod analyses. Finally, theresults failed to provide strong support forthe usefulness of importance scores inpredicting overall life satisfaction;unweighted BMSLSS scores were highly related toglobal life satisfaction (GLLS) scores. InStudy 2, 46 high school students completed theBMSLSS and MSLSS to test the generalizabilityof the convergent and discriminant validityfindings with older adolescents. The findingsrevealed stronger evidence of validity withthis age group. Overall, the findings offered preliminary support for the reliability andvalidity of the BMSLSS, suggesting that it canserve as a useful alternative to the longerMSLSS in studies with adolescents in whichbrevity is an important consideration.
We analyzed the content of school-aged children's responses to a countywide in-class essay assignment in which they described what they are thankful for. Accounts were written in November of 2000 (n = 152) and 2001 (n = 196). We identified the most prominent themes of children's gratitude as well as differences in the themes that emerged before and after the September 11 terrorist attacks. We also examined sex and developmental differences in the gratitude themes. The most common themes were family, basic needs, friends, and teachers/school. Rescue workers, the United States and its values (e.g., freedom) appeared more frequently in 2001 than 2000. Girls expressed more gratitude than boys for a variety of interpersonal relationships; boys were more grateful for material objects. Older children mentioned several themes more frequently than younger children. Implications are discussed in the context of positive psychology.