Cascading Effects of Gratitude: A Sequential Mediation Analysis of Gratitude, Interpersonal Relationships, School Resili
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Cascading Effects of Gratitude: A Sequential Mediation Analysis of Gratitude, Interpersonal Relationships, School Resilience and School Well-being Imelda S. Caleon1 • Nur Qamarina Binte Ilham1 • Chin Leng Ong2 Jennifer Pei-Ling Tan1
•
De La Salle University 2019
Abstract Gratitude, like other positive emotions, has been theorized to help individuals build psychological and social resources and promote resilience and well-being. Some scholars suggest that gratitude may not generate positive outcomes in all cultures. In this study, we examined the relationship of gratitude with school resilience and school well-being, and the potential mediating role of relatedness with key social partners within an Asian cultural context. Participants in the study were 190 secondary students attending one school in Singapore. Results revealed that gratitude was positively associated with school resilience; relatedness with significant others partially mediated this association. The final model also showed a significant sequential pathway from gratitude to relatedness (with significant others), then to school resilience and then to school well-being. Practical implications and limitations of this study are presented. Keywords Gratitude Interpersonal relationships Resilience Well-being Adolescents Singapore Positive education & Imelda S. Caleon [email protected] Nur Qamarina Binte Ilham [email protected] Chin Leng Ong [email protected] Jennifer Pei-Ling Tan [email protected] 1
Office of Education Research, National Institute of Education, Nanyang Technological University, Singapore, Singapore
2
Meridian Secondary School, Singapore, Singapore
Introduction Gratitude is a life orientation towards noticing and appreciating the positive aspects of life (Wood et al. 2010). As an emotion, gratitude emerges from the realization of being a recipient of undeserved benefits or positive outcomes as a result of the actions of another individual (Emmons and McCullough 2003). Gratitude, like other positive emotions, has been theorized to help in building psychological and social resources, which can be utilized by individuals to adapt positively to adversities (Algoe and Stanton 2012)— that is to develop resilience—and to cultivate well-being (see Wood et al. 2010, for a review). Well-being is often categorized into subjective wellbeing and eudaemonic well-being, with the former focusing on satisfaction with life and the predominance of positive affect over negative affect (Diener 1984) and the latter on meaning, self-acceptance and personal growth (Ryff 2014). Gratitude has salutary effects on both types of well-being (Kashdan et al. 2006; McCullough et al. 2002). For the purposes of this study, we focused on subjective well-being, which has been found to be moderately correlated with eudaemonic well-being (Ryff and Singer 1998), and is strongly influenced by social relationships (Ryan and Deci 2001). In cultivating gratitude, resilience and well-being, the school serves as a fertile co
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