Gratitude and its drivers within higher education

Cownie, Fiona

doi:10.1080/08841241.2017.1389795

Cited by 14 publications

(7 citation statements)

References 32 publications

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“…Experimental studies discussed above however primarily examined state gratitude and it is important to examine trait or dispositional gratitude as well. Also, a fair number of the studies discussed above utilized high school students as the sample, confirming the observation that research on gratitude within higher education is still relatively scarce (Cownie, 2017).…”

Section: Introductionsupporting

confidence: 59%

Mediating effect of psychological needs satisfaction on the relationship between gratitude and academic motivation during online learning

Ramis,

Loh

2023

JPR

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As lack of interaction has been cited as a central reason for reduced academic motivation during online learning and given gratitude's crucial role in forming and maintaining interpersonal relationships, this study examined the association between gratitude and academic motivation. Recent systematic reviews and meta-analyses have found psychological needs satisfaction to be related to autonomous motivation and indicators of well-being. As such, this study also examined the mediating role of psychological needs satisfaction on the relationship between gratitude and academic motivation during online learning among undergraduates in Malaysia. Two hundred and fifty students who are pursuing their tertiary education in private universities across the country filled in an online survey. Results revealed that there is a significant positive relationship between gratitude and autonomous academic motivation and a significant negative relationship between gratitude and academic amotivation. Gratitude, however, is not significantly associated with controlled academic motivation. Further, it was found that psychological needs satisfaction significantly mediates the relationships between gratitude and autonomous academic motivation as well as gratitude and academic amotivation. Psychological needs satisfaction, however, does not significantly mediate the relationship between gratitude and controlled academic motivation. These findings provide insights into addressing the problem of declining academic motivation during online learning.

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Section: Introductionsupporting

confidence: 59%

Mediating effect of psychological needs satisfaction on the relationship between gratitude and academic motivation during online learning

Ramis,

Loh

2023

JPR

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“…Research on HE through such a relational lens is increasing (e.g. Helgesen 2008; Southcombe et al 2015;Cownie 2017b) with gratitude emerging as a focus for study. Research on gratitude in HE is limited, focusing on students (e.g Fazal-e- Hasan et al 2017;Howells et al 2017) and to a lesser extent academics (Cownie 2016, Howells et al 2017) with little research on alumni gratitude.…”

Section: Conceptual Underpinningmentioning

confidence: 99%

Alumni gratitude and academics: implications for engagement

Cownie

Gallo

2020

Journal of Further and Higher Education

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Gratitude may help Universities to sustain relationships with alumni and stimulate valuable input into current students' learning experiences. This small-scale, qualitative study draws from the voices of alumni associated with a UK University. The study explores gratitude's role within alumni's reflections on Higher Education. We find that alumni's feelings of gratitude appear to resonate most clearly towards academic teaching staff.Despite these feelings of gratitude, there are few verbal expressions of gratitude from alumni towards academics. Indeed, alumni have a variety of concerns about saying thankyou to academics including feeling awkward and may even see saying thank-you as a sign of weakness. However, hidden expressions of gratitude are evident. Alumni engage in behaviour which benefits the institution and are prepared to do more if asked, especially by key academic staff. We therefore suggest that it is useful to think of expressions of gratitude as known and unknown. The inequity between feelings of gratitude and known expressions of gratitude may mean that universities and academics remain less alert to the evidence and potency of gratitude within Higher Education than reality would merit. Indeed, we argue that gratitude is a central idea with the ability to inform HEIs' alumni engagement strategies. This research presents an opportunity to understand the importance of alumni gratitude towards academics and how this can facilitate known expressions of gratitude from a growing alumni base, for the benefit of current students.

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“…We did not observe gratitude, hopelessness, sadness or anger, included in the TES (Frenzel 2014) or the CVT (Pekrun 2006). Gratitude, the emotional core of reciprocity (Devani and Shina 2012) has been found among students (Cownie 2017), but might not be essential for teachers, when related to assessment. Hope is associated to having agency and an ability to pursue goals (Snyder, Shorey, and Rand 2006).…”

Section: Discussionmentioning

confidence: 60%

Experienced academics' emotions related to assessment

Myyry

Karaharju‐Suvanto

Vesalainen

et al. 2019

Assessment & Evaluation in Higher Education

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The aim of this study was to examine the emotions higher education teachers associate with assessment and the factors in their teaching environment that triggered these emotions. As a starting point, Frenzel's model of teacher emotions and Pekrun's Control-Value Theory (CVT) of achievement emotions were used. The sample consisted of 16 experienced and pedagogically advanced teachers who participated in semi-structured interviews. After abductive content analyses, both positive and negative emotions were detected corresponding to Frenzel's and Pekrun's models. The main sources of emotions were validity of assessment, assessment methods, pedagogical development and assessment culture. This preliminary study indicates that assessment evokes both positive and negative emotions, and that validity of assessment is a prominent issue in evoking these emotions. Pedagogical training should deal with emotions and their regulation in assessment to help teachers in higher education to cope with negative emotions.

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Gratitude and its drivers within higher education

Cited by 14 publications

References 32 publications

Mediating effect of psychological needs satisfaction on the relationship between gratitude and academic motivation during online learning

Mediating effect of psychological needs satisfaction on the relationship between gratitude and academic motivation during online learning

Alumni gratitude and academics: implications for engagement

Experienced academics' emotions related to assessment

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