Publication Date
2-10-2024
Abstract
Various methods exist to invoke gratitude, such as gratitude lists, acts directed towards others, and gratitude contemplation (Rash, Matsuba, and Prkachin, 2011). This study, through student perception elicitation, examines a gratitude list intervention in a professional development undergraduate class which tests the gratitude and enhanced well-being connection theory.
Results suggest various reasons why students perceive a connection between gratitude lists and mental and physical well-being, although there was an overall belief among participants that gratitude lists help more with mental health than physical health. Also, the gratitude and enhanced well-being connection theory was not fully supported as overall respondent sentiment shifted after the gratitude intervention with fewer respondents believing than beforre the intervention that a gratitude list can help with mental and physical well-being. While the current results show a lower frequency of the belief that gratitude lists can help with well-being, students overall still enjoyed the exercise and recommended more contemplative practices in the classroom.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.
Recommended Citation
Hopkins, Erin A.
(2024)
"Well-Being in Response to Gratitude Interventions: A Student Elicitation Approach,"
Journal of Contemplative and Holistic Education: Vol. 2:
Iss.
1, Article 2.
DOI: https://doi.org/10.25035/jche.02.01.02
Available at:
https://scholarworks.bgsu.edu/jche/vol2/iss1/2
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Contemplative Education Commons, Holistic Education Commons, Humane Education Commons, International and Comparative Education Commons