Promoting Gratitude and Positive Feelings About Learning Among Young Adults

Froiland, John Mark

doi:10.1007/s10804-018-9294-0

Cited by 57 publications

(15 citation statements)

References 48 publications

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“…In this study, Latinx students experienced less psychological need satisfaction in higher grade levels, suggesting that they may be especially in need of interventions that seek to elevate their psychological need satisfaction as they progress through the school system. However, positive psychological interventions that teach autonomy and relatedness supportive communication and intrinsic life goals have been even more effective with underserved minority students (e.g., Latinx) than with European American students (Froiland, ). Thus, Latinx students may be good candidates for teacher‐support interventions that stress both autonomy and relatedness support.…”

Section: Discussionmentioning

confidence: 99%

Teacher–student relationships, psychological need satisfaction, and happiness among diverse students

Froiland

Worrell

2019

Psychology in the Schools

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Teacher–student relationships have been linked to autonomous motivation and achievement. However, relatively little is known about whether satisfying students’ psychological needs mediates the association between teacher–student relationships and student happiness. Furthermore, this relationship needs to be examined in samples of students from different ethnic and racial backgrounds. In this structural equation modeling study (N = 1,961), we found that teacher–student relationships were positively and moderately associated with the satisfaction of psychological needs for autonomy, relatedness, and competence. Satisfying psychological needs, in turn, was moderately positively associated with happiness. These findings held across African American, Asian American, and Latinx subsamples. For the overall sample, students in higher grade levels perceived that their psychological needs were met to a lesser degree than students in earlier grades. However, only the Latinx subsample replicated this effect. Teacher–student relationships may promote happiness via meeting psychological needs.

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Section: Discussionmentioning

confidence: 99%

Teacher–student relationships, psychological need satisfaction, and happiness among diverse students

Froiland

Worrell

2019

Psychology in the Schools

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101

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“…Leaders interested in promoting behavioral engagement and less substance use during adolescence would be wise to provide interventions that support the development of positive attitudes to the past, present, and future and intrinsic motivation, as these positive psychology constructs play a role in supporting student behavioral engagement. Some ways of supporting intrinsic motivation and happiness include positive psychology and social psychological interventions, such as the following: gratitude journals (Emmons et al 2019), focusing on the novelty in every situation via mindfulness theory (Ngnoumen and Langer 2016), setting intrinsic life goals for learning (Froiland 2018;Froiland and Worrell 2017), and developing positive teacher-student relationships in high school (Froiland et al , 2019. Such positive psychological interventions can be combined with parenting techniques that promote reduced substance use, such as making less alcohol available, open communication, monitoring, and autonomy-supportive communication (Froiland Forthcoming;Whitney and Froiland 2015;Vashishtha et al 2020).…”

Section: Discussionmentioning

confidence: 99%

“…For instance, one may have happy memories, feel happy in the present, and hold positive expectations for future happiness. Past positive attitudes may be seen as a sign of nostalgia, present positive attitudes as happiness, and future positive attitudes as hope or positive expectations, each of which promotes engagement in schools and are important aspects of psychological wellbeing (Seligman 2004;Froiland 2018). Similarly, negative attitudes toward the past can signal resentment, negative attitudes to the present can be interpreted as discontent, and negative attitudes toward the future may indicate pessimism or fatalism.…”

Section: Introductionmentioning

confidence: 99%

Positive and negative time attitudes, intrinsic motivation, behavioral engagement and substance use among urban adolescents

Froiland

Worrell

Olenchak

et al. 2020

Addiction Research & Theory

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Introduction: Behavioral engagement in schools is an important contributor to academic outcomes for adolescents, but may also protect them from substance abuse. Positive and negative attitudes to the past, present, and future have been linked to adaptive and maladaptive behaviors in adolescence, respectively, but there is a need for research that examines whether time attitudes promote behavioral engagement and lower risk for substance use. Methods: Structural equation models involving 1961 diverse high school students were utilized, which controlled for sex, GPA, and alcohol use. Results: Positive time attitudes were positively associated with behavioral engagement and students' GPA. Girls had stronger levels of behavioral engagement. Positive time attitudes were indirectly associated with less marijuana use via intrinsic motivation, engagement, and less alcohol use. The indirect effect of positive time attitudes on engagement via intrinsic motivation was significant and substantial. In a second structural model, we examined the effects of negative time attitudes, intrinsic motivation, and behavioral engagement on marijuana use. Negative time attitudes and intrinsic motivation were indirectly associated with less marijuana use via behavioral engagement. Both models explained 41% of the variance in engagement and 36% of the variance in marijuana use, suggesting that positive and negative time attitudes are equally valuable in understanding academic engagement and marijuana use among adolescents. A third model indicated that behavioral engagement was negatively related to a latent variable composed of binge drinking and alcohol use. Conclusions: Implications for practice and future research are discussed, as the current findings suggest the importance of positive time attitudes as promotive of behavioral engagement and protective against substance use.

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“…Gratitude is one of the strongest correlates to emotional wellbeing [4], life satisfaction, optimism, and reduced anxiety [5]. In education, gratitude improves teamwork, enjoyment and other positive emotions in learning, wellbeing, and the likelihood of giving back (such as through alumni donations) [6], [7], [8]. In class, students learned about gratitude (both personal and interpersonal benefits) by viewing videos and reading scholarly research papers [5], [9]- [11].…”

Section: Summary Of Measured Competencies and Associated Class Activitiesmentioning

confidence: 99%

Teaching Undergraduate Engineering Students Gratitude, Meaning, and Mindfulness

Berger

Major

et al.

2019 ASEE Annual Conference &Amp; Exposition Proceedings

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is a Ph.D. student in the School of Engineering Education at Purdue University. At Purdue, she created and currently teaches a novel course for undergraduate engineering students to explore the intersections of wellbeing, leadership, diversity and inclusion. As an NSF Graduate Research Fellow, her research interests intersect the fields of engineering education, positive psychology, and human development to understand diversity, inclusion, and success for undergraduate engineering students. Prior to Purdue, she received dual bachelor's degrees in Industrial Engineering and Human Development and Family Studies from the University of Illinois at Urbana-Champaign. Her prior work experiences include product management, consulting, tutoring, marketing, and information technology.

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Promoting Gratitude and Positive Feelings About Learning Among Young Adults

Cited by 57 publications

References 48 publications

Teacher–student relationships, psychological need satisfaction, and happiness among diverse students

Teacher–student relationships, psychological need satisfaction, and happiness among diverse students

Positive and negative time attitudes, intrinsic motivation, behavioral engagement and substance use among urban adolescents

Teaching Undergraduate Engineering Students Gratitude, Meaning, and Mindfulness

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