Exploring the role of gratitude in the professional experience of pre-service teachers

Howells, Kerry; Cumming, Jessie

doi:10.1080/10476210.2011.638370

Cited by 19 publications

(30 citation statements)

References 39 publications

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“…Seligman, Steen, Park, and Peterson (2005) found that gratitude diaries were more effective than a placebo condition (e.g., writing about one's childhood) in improving the wellbeing of adults, and that the positive effects of gratitude diaries persisted for up to 6 months. Howells and Cumming (2012) used gratitude diaries with pre-service teachers as a way to allow the teachers 'to reflect and gain insight into their own thoughts and opinions of gratitude'(p. 79). Referring to the constructivist paradigm mentioned before, we used the diaries with the school leaders for the same reason.…”

Section: Methodsmentioning

confidence: 99%

Positive Education for School Leaders: Exploring the Effects of Emotion-Gratitude and Action-Gratitude

Waters

Stokes

2015

The Educational and Developmental Psychologist

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This qualitative study describes the effect of two gratitude interventions designed to trigger emotion-gratitude (gratitude diary) and action-gratitude (gratitude letter) in school leaders. Case study methodology was applied to analyse reflective journals of 27 school leaders. The gratitude diary served to foster a more balanced view of the positive and negative events that occur at school, to engage in more appreciative problem solving (with respect to their role as mediators), to see the value in relationships, and to experience positive emotions such as hope, happiness and optimism. However, the gratitude diary also triggered a frustration in school leaders who were dealing with the paradox of having to look for things to feel grateful for at school when their role required an emphasis on fixing problems. The gratitude letter prompted emotional catharsis, a desire to invest in professional relationships, greater use of gratitude in leadership roles, and sparked reciprocated gratitude from staff and students (as reported by the school leaders). On the downside, the gratitude letter created feelings of vulnerability and concern for the potential ill-ease that the letter might cause for the recipient. Gratitude was not only used during the 'good times' of leadership but was also drawn upon to deal effectively with the difficult aspects, such as conflict. The results suggest that both types of gratitude interventions have value for school leaders and that leaders need to mutually attend to the emotional element of gratitude and the action element of gratitude.

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Section: Methodsmentioning

confidence: 99%

Positive Education for School Leaders: Exploring the Effects of Emotion-Gratitude and Action-Gratitude

Waters

Stokes

2015

The Educational and Developmental Psychologist

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“…However, research on gratitude has developed recently due to the growing field of positive psychology (Young and Hutchinson, 2012). Positive psychology rediscovered gratitude as a positive emotion (Fredrickson, 2004) that contributes to social and emotional well-being (Howells and Cumming, 2012). The notion of exchange between two parties, referred to as beneficiary and benefactor is essential for gratitude (White, 1999) to take place.…”

Section: Feedback Valencementioning

confidence: 99%

Exploring the impact of customer feedback on the well-being of service entities

Nasr

Burton

Gruber

et al. 2014

Journal of Service Management

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IntroductionMarketing in general and services in particular have been blamed for damaging, disregarding, and maltreating consumer's well-being in a multitude of ways; either by having a patronizing style of service delivery, or by underserving groups in needs (Fisk, 2009). As a result, the Transformative Service Research (TSR) movement began. Emerging at the intersection of transformative consumer research and service research (Anderson et al., 2013), TSR is defined as "service research that centers on creating uplifting changes and improvements in the well-being of individuals (consumers and employees), families, social networks, communities, cities, nations, collectives, and ecosystems" (Ostrom et al., 2010, p. 6). Due to the direct and dialogic interaction between the service company and the customer, this dynamic nature of services presents substantial transformative potential (Anderson et al., 2010). Anderson et al. (2013) present a framework illustrating how interaction between service entities and consumer entities influences the wellbeing of both. Service entities include employees, processes, offerings, organizations, and service sectors, while consumer entities comprise individuals, collectives, and the ecosystem (Anderson et al., 2013). Therefore, when any consumer entity interacts with any service entity, during a value-creation process, potential well-being outcomes are generated for both parties such as access, health, life satisfaction, harmony, power, respect, support, and happiness (Anderson et al., 2013).In light of the above, we propose that customer feedback generated during a value creation process, can have potential well-being outcomes on service and consumer entities. According to Lusch and Vargo (2006), "conversation and dialogue" (p. 413) is one of the four building blocks of a company's strategic marketing direction. Customer feedback, a particular type of "conversation and dialogue", allows companies to listen to customers to understand what it is that they value in the company (Vargo and Lusch, 2008). Previous research has proposed various important outcomes of customer feedback management, such as: assistance in performance assessment, facilitation of organizational learning (Babbar and Koufteros, 2008), improvement of overall service quality , better decision making (Bitner et al., 1994) and generation of competitive advantage (Lusch et al., 2007). However, the impact of customer feedback on the service entities' well-being remains an overlooked area.Adopting a TSR approach, this study aims to address this gap by exploring the impact of customer feedback on the well-being of service entities. Moreover, inspired by the objectives of TSR to "create uplifting changes and improvements in the well-being" (Ostrom et al., 2010, p. 6), the importance of positive customer feedback is stressed. Positive customer feedback is a highly under-researched topic. Most previous research has approached customer feedback from a negative lens, focusing on the impact of 3 customer complaints, dysfunctio...

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“…Grateful individuals will reciprocate those who offer them a helping hand, which might create a beneficent circle of giving and receiving and build up social relationships (Haidt, 2003;Howells & Cumming, 2012). When students are supported and helped by classmates and teachers, they might want to return the kindness they perceive in school climate and get involved more in activities which are beneficial for the school settings.…”

Section: Discussionmentioning

confidence: 99%

The Role of Life Satisfaction and Coping Style in the Relationship between Gratitude and School Belonging

Qin¹,

Qu²,

Yan³

et al. 2015

Advances in Social Science, Education and Humanities Research

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Abstract. Many researches have already been conducted to study the effect of gratitude. Researchers have found that gratitude positively correlates to mental wellbeing, social integration, traits and performance. However, few researchers illustrated how the gratitude worked in helping students adapt themselves to school climate. This study recruited407undergraduate students to examine the relationships betweengratitude and school belonging. It was hypothesized that Gratitude was associated positively and significantly with life satisfaction and positive coping style, both of which were positively and significantly related to school belonging. And life satisfaction and positive coping style played a mediating role in the relationship between gratitude and school belonging. The hierarchical regression analyses indicated that gratitude could significantly predict positive coping style and more life satisfaction, which played a complete mediating role in the relationship of gratitude and school belonging. This research suggests that the gratitude is an effective intervention in helping students adapt themselves to school climate socially and affectively.

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Exploring the role of gratitude in the professional experience of pre-service teachers

Cited by 19 publications

References 39 publications

Positive Education for School Leaders: Exploring the Effects of Emotion-Gratitude and Action-Gratitude

Positive Education for School Leaders: Exploring the Effects of Emotion-Gratitude and Action-Gratitude

Exploring the impact of customer feedback on the well-being of service entities

The Role of Life Satisfaction and Coping Style in the Relationship between Gratitude and School Belonging

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