Gratitude and Late Adolescents’ School Well-being: The Mediating Role of Materialism

Abstract

Although existing studies on adolescent well-being have revealed a positive relationship between gratitude and global subjective well-being, little research investigates whether the findings could be applied to domain-specific of subjective well-being, such as school well-being, and why this linkage arises. The present study addresses this gap by examining the effect of gratitude on school well-being, and the mediation of materialism. Participants were 764 late adolescents who completed measures of gratitude, materialism, and school well-being. Results showed that gratitude had a positive effect on school wellbeing, which was partially mediated by materialism. Furthermore, a multi-group analysis suggested that the pathway from gratitude to school well-being was significantly different between genders. Practical implications and limitations of this study are discussed.

A Time for Being Thankful: Balanced Time Perspective and Gratitude

“…In recent years a large body of scientific evidence has emerged suggesting that being grateful is associated with several positive outcomes (Robustelli & Whisman, 2018;Wood, Froh, & Geraghty, 2010). Psychologists indicate that gratitude increases well-being in both younger (Jiang, Sun, Liu, & Pan, 2016) and older individuals (Killen & Macaskill, 2015). It correlates negatively with materialism (Polak & McCullough, 2006) and positively with self-esteem (Kashdan, Uswatte, & Julian, 2006;Kong, Ding, & Zhao, 2015), social support, and life satisfaction (Kong, Ding, & Zhao, 2015;Sun & Kong, 2013) on many levels of human life (Wang, Wang, & Tudge, 2015).…”

What Is Gratitude? Ingratitude Provides the Answer

“…One fairly common conceptualization of gratitude is as a positive emotion felt in response to receiving a benefit, or as a disposition to act gratefully (i.e., joyously or positively) when good things happen in life (Wood et al, 2008;McAleer, 2012;Vernon, 2012;Hoy, Suldo, & Mendez, 2013;Jiang, Sun, Liu, & Pan, 2016;Kwok, Gu, Tong, & Kit, 2016;Johnson & Wood, 2017;Bosacki, Sitnik, Dutcher, & Talwar, 2018;Kwok, Gu, & Cheung, 2019). For example, Johnson and Wood (2017) define gratitude as "the habitual noticing and appreciating the positive in the world" (p. 338).…”

Kesejahteraan Di Sekolah Bagi Siswa Sma: Konsep Dan Faktor Yang Berpengaruh

“…Kesejahteraan di sekolah siswa berfokus pada kualitas kenyamanan terhadap di sekolah (Jiang, Sun, Liu, & Pan, 2015;Sun, Jiang, Chu, & Qian, 2014;Tian, Liu, Huang, & Huebner, 2013 (Awartani, Whitman, & Gordon, 2008). (Nidianti & Desiningrum, 2015), dan intensi delikuensi tinggi (Effendi & Siswanti, 2016), yang dapat mengarah pada bullying di sekolah (Ahkam & Fakhri, 2017 (Jiang et al, 2015;Sun et al, 2014;Tian et al, 2013). (Tian et al, 2013(Tian et al, , 2015, harga diri (Tian et al, 2013), hubungan interpersonal (Sun et al, 2014), rasa syukur (Jiang et al, 2015;Sun et al, 2014 Ahkam, M.A., & Fakhri, N. (2017).…”

“…(Nidianti & Desiningrum, 2015), dan intensi delikuensi tinggi (Effendi & Siswanti, 2016), yang dapat mengarah pada bullying di sekolah (Ahkam & Fakhri, 2017 (Jiang et al, 2015;Sun et al, 2014;Tian et al, 2013). (Tian et al, 2013(Tian et al, , 2015, harga diri (Tian et al, 2013), hubungan interpersonal (Sun et al, 2014), rasa syukur (Jiang et al, 2015;Sun et al, 2014 Ahkam, M.A., & Fakhri, N. (2017).…”