Gratitude for teachers as a psychological resource for early adolescents: A mixed-methods study

Liauw, Indrawati; Baelen, Rebecca N.; Borah, Robert F.; Yu, Alisa; Colby, Anne

doi:10.1080/03057240.2017.1415872

Cited by 9 publications

(5 citation statements)

References 36 publications

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“…Although in this study verbal gratitude was expressed only by teachers, this is in line with the idea that teachers serve as role models (Liauw et al, 2018), and their continuous efforts to foster gratitude and focus on it might help develop gratitude (Bono & Froh, 2009). As for material benefits, it seemed that teachers played a role in the day-to-day activities of the classroom environment.…”

Section: Discussionsupporting

confidence: 71%

“…Studentteacher relationships, including trustful interactions, positive feedback and attention, were a consistent reason for students to be grateful. This finding illustrates that teachers play an important role in creating an environment in which students feel safe to learn (Howells, 2014) and are encouraged to engage in learning (Liauw et al, 2018).…”

Section: Discussionmentioning

confidence: 76%

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Teachers’ Perceptions of Gratitude in Classroom Interactions: A Case Study from Finland

Berber¹,

Kuusisto²,

Tirri

2019

IJLTER

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Over the past two decades, gratitude as a scientific topic has been growing in interest. Little is known about its importance in educational environments and classroom interactions. The present article offers an account of a qualitative study that identifies gratitude as a moral value and uses stimulated recall methodology to explore the experience of gratitude in a school environment. Two first-grade teachers from an urban area of Finland were recorded during normal lessons. Deductive and inductive content analyses of a total of 26 critical incidents were conducted to explore expressions of gratitude and the reasons for them. The data shows that teacher-student relationships, material benefits, class routines and self-sufficiency are reasons to experience gratitude. Also, verbal, concrete and connective expressions of gratitude in classroom interactions were identified. The study contributes to the sparse knowledge about gratitude in school environments and provides important insights for understanding the phenomenon in this specific context.

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Section: Discussionsupporting

confidence: 71%

Section: Discussionmentioning

confidence: 76%

Teachers’ Perceptions of Gratitude in Classroom Interactions: A Case Study from Finland

Berber¹,

Kuusisto²,

Tirri

2019

IJLTER

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“…Other research has also found evidence for the reliability and validity of a four-item nonreactivity scale in an adolescent sample that incorporates two of the three items used in this study (Abujaradeh et al, 2019). The current items ("When I have upsetting thoughts or images, I 'step back' and am aware of the thought or image without getting taken over by it;" "I can be aware of my feelings and emotions without having to react to them;" and "I watch my feelings without getting lost in 1 The research questions, analyses, and conclusions reached in this article do not overlap with publications using other portions of this dataset (Liauw, Baelen, Borah, Yu, & Colby, 2018;Park, Yu, Baelen, Tsukayama, & Duckworth, 2018;Park, Yu, Metz, et al, 2018).…”

Section: Methodsmentioning

confidence: 87%

“…1The research questions, analyses, and conclusions reached in this article do not overlap with publications using other portions of this dataset (Liauw, Baelen, Borah, Yu, & Colby, 2018; Park, Yu, Baelen, Tsukayama, & Duckworth, 2018; Park, Yu, Metz, et al, 2018). …”

mentioning

confidence: 92%

The mindful adolescent: Developmental changes in nonreactivity to inner experiences and its association with emotional well-being.

Galla¹,

Tsukayama²,

Park³

et al. 2020

Developmental Psychology

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Little is known about the naturalistic development of mindfulness in adolescence and how it relates to changes in emotional well-being. The current longitudinal study examined the development of one dimension of mindfulness, nonreactivity to difficult inner experience (or in more colloquial terms, being able to notice, but "take a step back" from distressing thoughts), in a racially and socioeconomically diverse sample (N ϭ 1,657) during the transition from middle school to high school. Students participated in up to four assessment waves, from fall of 8th grade through spring of 9th grade, in which they completed self-report measures assessing nonreactivity, perceived stress, and positive and negative affect. Latent growth curve models indicated that levels of nonreactivity increased during the 2-year study period. Developmental change in nonreactivity varied minimally by gender, socioeconomic status (SES), and race/ethnicity. Parallel process latent growth curve models showed that changes in nonreactivity were associated with concomitant reductions in perceived stress and negative affect, and increases in positive affect. Random intercept cross-lagged panel models showed that within-person nonreactivity prospectively predicted changes in perceived stress and positive affect, but not negative affect. This study is among the first to track the naturalistic development of mindfulness during adolescence. Results suggest that the nonreactivity dimension of mindfulness is associated with aspects of emotional wellbeing during the transition from middle school to high school.

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“…En demasiadas ocasiones, los acogedores piden a los niños que les agradezcan todo lo que están haciendo por ellos y les exigen que se comporten bien en contrapartida a su labor de cuidado, lo que les genera inseguridad. Ahora bien, hay que matizar que el agradecimiento es algo positivo, ya que tiene efectos psicológicos positivos para la persona que agradece (Liauw, Baelen, Borah, Yu y Colby, 2018), pero no puede estar en la lógica del intercambio que ponga en cuestión la incondicionalidad del amor familiar.…”

Section: Líneas Para La Orientación Psicopedagógicaunclassified

Reflexión teórica para la orientación psicopedagógica en los acogimientos de familia extensa

García-Bermejo

2020

REOP

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RESUMENEl acogimiento en familia extensa es la medida de protección de menores más formalizada en España, pero paradójicamente también es una de las menos estudiadas. El objetivo de este artículo es analizar los factores de riesgo y los de protección que presentan estos acogimientos y proponer líneas para la práctica de la orientación psicopedagógica. Para ello, se realiza un análisis bibliográfico y hermenéutico de trabajos sobre este ámbito y sobre otras medidas de protección infantiles. Entre los factores de protección destacan el mantenimiento de los lazos afectivos, la reducción del etiquetaje o la elaboración de la historia vital de los menores. No obstante, debido a sus características especiales, el acogimiento en familia extensa presenta factores de riesgo como la diferencia intergeneracional entre acogedores-acogidos, los sentimientos de fracaso de los cuidadores por la educación que dieron a sus hijos, la sobreprotección hacia los menores o las relaciones conflictivas con los progenitores. Por ello, se proponen líneas para la orientación psicopedagógica que refuercen la incondicionalidad, mejoren el establecimiento de las normas y disminuyan el sentimiento de culpa de progenitores y acogedores. ABSTRACTKinship foster care is the most common child protection measure in Spain, but paradoxically it has received scant attention by educational researchers. The aim of this article is to analyse risk and protection factors of this measure in order to propose some lines for pyschopedagogical orientation. The method will be a bibliographical and hermeneutic analysis of previous research and others children protection measures. Among the main protection factors are the affective links with relatives, the reduction of social stigma or the elaboration of children life story. Nevertheless, due to the special characteristics of kinship foster care, it presents some risk factors as the age difference between caregivers and children, feelings of failure of caregivers –because of the education that they provided to their own children–, overprotection of children, or conflictive relationships with parents. Therefore, some lines of psychopedagogical orientation are proposed to reinforce unconditional links, improve the stablishing of norms for children and reduce guilt feelings of parents and caregivers.

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Gratitude for teachers as a psychological resource for early adolescents: A mixed-methods study

Cited by 9 publications

References 36 publications

Teachers’ Perceptions of Gratitude in Classroom Interactions: A Case Study from Finland

Teachers’ Perceptions of Gratitude in Classroom Interactions: A Case Study from Finland

The mindful adolescent: Developmental changes in nonreactivity to inner experiences and its association with emotional well-being.

Reflexión teórica para la orientación psicopedagógica en los acogimientos de familia extensa

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