Browsing by Subject "Gratitude"

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Adaptive mechanisms of self-compassion in predicting depression symptoms
(2017-12) Nadeau, Miranda Mei; Rochlen, Aaron B.; Suizzo, Marie-Anne
Research has shown that self-compassion, a positive way of viewing oneself, is strongly associated with positive mental health outcomes, including lessened depression. Self-compassion interventions are also powerful means by which to reduce depression over the short- and long-term. However, the extant research has failed to examine the adaptive means by which self-compassion may reduce depression symptoms. The present research investigated whether self-compassion lessens depressive symptoms by encouraging adaptive behaviors, including selfcare. This hypothesis was tested in a sample of 120 students, who completed measures of self-compassion, depression symptoms, and self-care. The results found that self-care agency, interest and engagement in gratitude journaling, and positive feedback seeking mediated the relationship between self-compassion and depressive symptoms. Self-compassion predicted each of these behaviors, and these behaviors were responsible for some of the relationship between self-compassion and depressive symptoms. Self-compassion may reduce symptoms of depression by encouraging self-care behaviors. Implications and suggestions for further research are provided
“Thank you for teaching me” : the impact of student gratitude on teacher stress and self-efficacy
(2020-08) Playfair, Emily Claire; McCarthy, Christopher J.
Research continues to document the high levels of stress teachers face in the United States. Given the high demands placed on teachers and the lack of sufficient resources in schools, interventions are needed to improve resources and increase resiliency for teachers. This study proposes the implementation of a gratitude project, providing teachers with gratitude statements from their students, to address teacher stress. It is hypothesized that receiving gratitude will serve as a resource to counteract some of the demands placed on teachers. In addition, this study will test the hypothesis that self-efficacy partially mediates the relationship between receiving gratitude and teacher stress. This secondary hypothesis is supported by prior research illustrating social persuasion’s impact on self-efficacy and self-efficacy’s ability to buffer the negative impacts of stress. To evaluate the efficacy of this intervention, a quasi-experimental design with a cluster sampling waitlist control will be implemented. Cluster sampling will occur at the school level. Teachers in the waitlist control will not receive treatment until post-test data collection has occurred for the treatment group. Paired sample t-tests will be utilized to assess if there are any statistically significant differences between waitlist control and treatment group means of post-tests, where a regression analysis will be utilized to assess if a partial mediation is occurring. Additionally, gratitude statements will be qualitatively assessed through phenomenological data analysis to identify themes to increase the understanding of what forms of gratitude are provided to teachers in this intervention.