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- Publisher Website: 10.1016/j.jsp.2018.08.001
- Scopus: eid_2-s2.0-85053184191
- PMID: 30340699
- WOS: WOS:000449568700008
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Article: Grateful students are motivated, engaged, and successful in school: Cross-sectional, longitudinal, and experimental evidence
Title | Grateful students are motivated, engaged, and successful in school: Cross-sectional, longitudinal, and experimental evidence |
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Authors | |
Keywords | Positive education Positive psychology Academic motivation Academic engagement Gratitude |
Issue Date | 2018 |
Citation | Journal of School Psychology, 2018, v. 70, p. 105-122 How to Cite? |
Abstract | Previous research on gratitude has mostly focused on its effects on well-being. However, scant attention has been paid to how gratitude is associated with key learning-related outcomes. The aim of this series of studies was to examine how gratitude is associated with students' motivation, engagement, and achievement. Study 1, a cross-sectional study, found that gratitude was positively associated with higher levels of autonomous motivation and engagement (rs ranging from 0.17 to 0.20, p <.05). Study 2, a longitudinal study, found that gratitude was concurrently and prospectively associated with autonomous motivation (rs ranging from 0.20 to 0.78, p <.05), self-reported and teacher-reported engagement (rs ranging from 0.11 to 0.68, p <.05), and achievement (rs ranging from 0.38 to 0.41, p <.05). Study 3, an experimental study, showed that students who were in the gratitude condition perceived themselves to be more engaged (Cohen's d ranging from 0.58 to 0.63) compared to those in the control condition. The three studies provided converging evidence that grateful students have better learning-related outcomes. Theoretical and practical implications are discussed. |
Persistent Identifier | http://hdl.handle.net/10722/302221 |
ISSN | 2023 Impact Factor: 3.8 2023 SCImago Journal Rankings: 1.840 |
ISI Accession Number ID |
DC Field | Value | Language |
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dc.contributor.author | King, Ronnel B. | - |
dc.contributor.author | Datu, Jesus Alfonso D. | - |
dc.date.accessioned | 2021-08-30T13:58:02Z | - |
dc.date.available | 2021-08-30T13:58:02Z | - |
dc.date.issued | 2018 | - |
dc.identifier.citation | Journal of School Psychology, 2018, v. 70, p. 105-122 | - |
dc.identifier.issn | 0022-4405 | - |
dc.identifier.uri | http://hdl.handle.net/10722/302221 | - |
dc.description.abstract | Previous research on gratitude has mostly focused on its effects on well-being. However, scant attention has been paid to how gratitude is associated with key learning-related outcomes. The aim of this series of studies was to examine how gratitude is associated with students' motivation, engagement, and achievement. Study 1, a cross-sectional study, found that gratitude was positively associated with higher levels of autonomous motivation and engagement (rs ranging from 0.17 to 0.20, p <.05). Study 2, a longitudinal study, found that gratitude was concurrently and prospectively associated with autonomous motivation (rs ranging from 0.20 to 0.78, p <.05), self-reported and teacher-reported engagement (rs ranging from 0.11 to 0.68, p <.05), and achievement (rs ranging from 0.38 to 0.41, p <.05). Study 3, an experimental study, showed that students who were in the gratitude condition perceived themselves to be more engaged (Cohen's d ranging from 0.58 to 0.63) compared to those in the control condition. The three studies provided converging evidence that grateful students have better learning-related outcomes. Theoretical and practical implications are discussed. | - |
dc.language | eng | - |
dc.relation.ispartof | Journal of School Psychology | - |
dc.subject | Positive education | - |
dc.subject | Positive psychology | - |
dc.subject | Academic motivation | - |
dc.subject | Academic engagement | - |
dc.subject | Gratitude | - |
dc.title | Grateful students are motivated, engaged, and successful in school: Cross-sectional, longitudinal, and experimental evidence | - |
dc.type | Article | - |
dc.description.nature | link_to_subscribed_fulltext | - |
dc.identifier.doi | 10.1016/j.jsp.2018.08.001 | - |
dc.identifier.pmid | 30340699 | - |
dc.identifier.scopus | eid_2-s2.0-85053184191 | - |
dc.identifier.volume | 70 | - |
dc.identifier.spage | 105 | - |
dc.identifier.epage | 122 | - |
dc.identifier.isi | WOS:000449568700008 | - |