کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
---|---|---|---|---|
9951998 | 1436265 | 2018 | 18 صفحه PDF | دانلود رایگان |
عنوان انگلیسی مقاله ISI
Grateful students are motivated, engaged, and successful in school: Cross-sectional, longitudinal, and experimental evidence
ترجمه فارسی عنوان
دانش آموزان سپاسگزار انگیزه، مشغول و موفق در مدرسه هستند: شواهد مقطعی، طولی و تجربی
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کلمات کلیدی
حق شناسی، انگیزه تحصیلی، تعامل علمی، روانشناسی مثبت، آموزش مثبت،
موضوعات مرتبط
علوم انسانی و اجتماعی
روانشناسی
روان شناسی کاربردی
چکیده انگلیسی
Previous research on gratitude has mostly focused on its effects on well-being. However, scant attention has been paid to how gratitude is associated with key learning-related outcomes. The aim of this series of studies was to examine how gratitude is associated with students' motivation, engagement, and achievement. Study 1, a cross-sectional study, found that gratitude was positively associated with higher levels of autonomous motivation and engagement (rs ranging from 0.17 to 0.20, pâ¯<â¯.05). Study 2, a longitudinal study, found that gratitude was concurrently and prospectively associated with autonomous motivation (rs ranging from 0.20 to 0.78, pâ¯<â¯.05), self-reported and teacher-reported engagement (rs ranging from 0.11 to 0.68, pâ¯<â¯.05), and achievement (rs ranging from 0.38 to 0.41, pâ¯<â¯.05). Study 3, an experimental study, showed that students who were in the gratitude condition perceived themselves to be more engaged (Cohen's d ranging from 0.58 to 0.63) compared to those in the control condition. The three studies provided converging evidence that grateful students have better learning-related outcomes. Theoretical and practical implications are discussed.
ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: Journal of School Psychology - Volume 70, October 2018, Pages 105-122
Journal: Journal of School Psychology - Volume 70, October 2018, Pages 105-122
نویسندگان
Ronnel B. King, Jesus Alfonso D. Datu,