Gratitude in the UK: A new prototype analysis and a cross-cultural comparison

Morgan, Blaire; Gulliford, Liz; Kristjánsson, Kristján

doi:10.1080/17439760.2014.898321

Cited by 64 publications

(81 citation statements)

References 45 publications

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“…By using a constructivist paradigm and qualitative data collection and analysis, importance is placed on participants bringing their own meaning to the data. Moreover, the research of Lambert et al (2009) and Morgan et al (2014) has shown that explorations of gratitude by the participants themselves is a valuable endeavour compared to imposed definitions of gratitude that have been put forward by researchers.…”

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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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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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“…All the same, it seems that some connection between gratitude and experience of obligation is a common experience. Indeed, our own prototype analysis of gratitude revealed that obligation was frequently named as a characteristic that is typical of instances of gratitude (see Table 1 of Morgan et al, 2014). Such association seems indicative of a deep connection between gratitude and at least the idea of something owed by virtue of benefits bestowed or services rendered 3 .…”

Section: Gratitude As 'Positive': An Indiscriminate Response?mentioning

confidence: 99%

“…Instead, it would seem wiser to acknowledge that gratitude may be accompanied by negative emotions (including, but not limited, to indebtedness and obligation -since other examples of negative emotions associated with gratitude could include guilt, awkwardness and embarrassment; see Morgan et al, 2014). Indeed, such concession might allow space for the exploration of a range of other gratitude related emotions, and perhaps for illuminating reflection on why in some situations we fail to feel grateful.…”

Section: Gratitude As 'Positive': An Indiscriminate Response?mentioning

confidence: 99%

“…Research by some present authors has demonstrated that ideas about gratitude do seem to differ from one culture to another. In a prototype analysis of gratitude -the first stage of which asked participants to name all of the features and characteristics that they take to be typical of instances of gratitude (see Morgan et al, 2014) -the UK findings were compared with those from a US sample (Lambert et al, 2009). This comparison demonstrated a variety of differences between the two samples; for example, a greater number of negatively valenced features of gratitude were pinpointed by participants in the UK.…”

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Educating gratitude: Some conceptual and moral misgivings

Morgan

Gulliford

Carr

2015

Journal of Moral Education

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Abstract:In a rapidly expanding academic literature on gratitude, psychologists, philosophers and educational theorists have argued that gratitude is not just of great psycho-social importance but also of moral significance. It would therefore seem to follow that the promotion of gratitude is also of moral educational significance. In this regard, recent attempts by psychologists to develop practical interventions designed to make people more grateful should be of some interest.However, while appreciating some benefits of such work, the present paper argues that much of it falls short of the educational task of developing an adequate pedagogy of gratitude focused on assisting learners' acquaintance with the complex normative grammar (moral and conceptual) of gratitude discourse. With reference to ongoing work by the authors, the paper proceeds to explore further this important dimension of educating gratitude.

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“…Unfortunately, due to the restricted circumstance in MR scanners, the potential measurement would be inevitably text-and/or picturebased similar to previous moral dilemma tasks. Thus, recently developed text-based measurements based on virtue ethics, such as a prototype of gratitude measurement (Morgan et al 2014), measurement for virtuous law practice (Arthur et al 2014) and measurement for virtuous medical practice (Arthur et al 2015), would be most promising candidates that can be utilized in neuroimaging studies. These measurements can also be applied to measure the longitudinal effect of a newly developed virtue ethics-based moral educational program at the neural level.…”

Section: Limitations and Future Directionsmentioning

confidence: 99%

How can neuroscience contribute to moral philosophy, psychology and education based on Aristotelian virtue ethics?

Han

2016

International Journal of Ethics Education

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The present essay discusses the relationship between moral philosophy, psychology and education based on virtue ethics, contemporary neuroscience, and how neuroscientific methods can contribute to studies of moral virtue and character. First, the present essay considers whether the mechanism of moral motivation and developmental model of virtue and character are well supported by neuroscientific evidence. Particularly, it examines whether the evidence provided by neuroscientific studies can support the core argument of virtue ethics, that is, motivational externalism. Second, it discusses how experimental methods of neuroscience can be applied to studies in human morality. Particularly, the present essay examines how functional and structural neuroimaging methods can contribute to the development of the fields by reviewing the findings of recent social and developmental neuroimaging experiments. Meanwhile, the present essay also considers some limitations embedded in such discussions regarding the relationship between the fields and suggests directions for future studies to address these limitations.

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Gratitude in the UK: A new prototype analysis and a cross-cultural comparison

Cited by 64 publications

References 45 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

Educating gratitude: Some conceptual and moral misgivings

How can neuroscience contribute to moral philosophy, psychology and education based on Aristotelian virtue ethics?

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