Gratitude in School: Benefi ts to Students and Schools

By G. Bono, Jeffrey J. Froh. 2009

117 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/309d92b4e0161beac1628c38155dae6b4b21069e

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In Social Psychology

Citations in the corpus

Good Character Is What We Look for in a Friend: Character Strengths Are Positively Related to Peer Acceptance and Friendship Quality in Early Adolescents (2018, background): “This is in line with assumptions that gratitude contributes to relational well-being (e.g., Bono & Froh, 2009) and empirical findings that show its relationship with outcomes such as social integration (Froh, Emmons, Card, Bono, & Wilson, 2011).”
The Effect of Gratitude on Elementary School Students’ Subjective Well-Being in Schools: The Mediating Role of Prosocial Behavior (2015, background): “Gratitude experiences have also been shown to relate to adolescents’ goal pursuits and achievement motivation (Bono and Froh 2009; Froh and Bono 2008).”
Gratitude and the Reduced Costs of Materialism in Adolescents (2011, background): “On the other hand, because gratitude is a positive response to receiving a benefit (Emmons 2007), it tends to promote valuing connections to people, personal growth, and social capital (i.e., intrinsic aspirations) (Bono and Froh 2009).”
Being grateful is beyond good manners: Gratitude and motivation to contribute to society among early adolescents (2010, background): “…and the intent of and cost to a benefactor (Tesser et al. 1968; Wood et al. 2008), it may not be until early adolescence (ages 10–14) that children can reliably experience genuine gratitude and reap its psychological and relational benefits (see Bono and Froh 2009; Froh and Bono 2008, for reviews).”