Counting blessings in early adolescents: an experimental study of gratitude and subjective well-being.

By Jeffrey J. Froh, William J. Sefick, Robert A Emmons. Journal of School Psychology, 2008

842 citations recorded by the source corpus.

Subfields: Clinical Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/96e845eea1a5070c077f9b18325d294459e3c399

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Citations in the corpus

Review of Brief School-Based Positive Psychological Interventions: a Taster for Teachers and Educators (2017, background): “Research looking at the effects of both individual interventions implemented in classes (e.g., Froh et al. 2008;Marques et al. 2011), as well as whole-school initiatives (e.g., Green et al. 2012; Seligman et al. 2009; Shoshani and Steinmetz 2014), has yielded promising results, not only in terms of…”
Life Satisfaction as a Distinguishing Indicator of College Student Functioning: Further Validation of the Two-Continua Model of Mental Health (2014, background): “…that future research expand its conceptualization of psychological well-being by incorporating additional empirically-validated indicators, such as gratitude (e.g., Froh et al. 2008), mindfulness (e.g., Brown and Ryan 2003), and hope (e.g., Rand 2009), into the mental wellness continuum.”
Gratitude and well-being: a review and theoretical integration. (2010, background): “Indeed, where studies used multiple control groups, comparing gratitude lists with both listing hassles and more neutral controls, gratitude was only effective for certain aspects of well-being when compared with listing hassles, but not versus other controls (e.g., Emmons & McCullough, 2003; Froh e”
A Review of School-Based Positive Psychology Interventions (2011, methodology): “Froh, Sefick, and Emmons (2008) designed a ‘counting blessings’ intervention for sixth and seventh graders ( N = 221) and randomly assigned 11 classrooms to one of three conditions.”
Character strengths predict subjective well-being during adolescence (2011, background): “Interventions that promote transcendence strengths such as gratitude increase adolescents’ satisfaction with life and with school (Froh, Sefick, & Emmons, 2008 ).”
Trauma-Informed Positive Education: Using Positive Psychology to Strengthen Vulnerable Students (2016, background): “2011); to cultivate gratitude, optimism, and life satisfaction (Froh et al. 2008); to show benefits of mindfulness training (Huppert and Johnson 2010; Waters et al.”
Applicability of the Dual-Factor Model of Mental Health for College Students (2010, result): “These findings align with previous studies reporting positive correlations among hope, gratitude, and subjective well-being, which are frequently measured components of positive functioning ( Froh, Sefick, & Emmons, 2008 ; Huebner, Suldo, Smith, & McKnight, 2004 ).”
Youth life satisfaction measures: a review (2009, positive): “For example, recent research conducted by Froh, Sefick, and Emmons (2008) demonstrated that counting daily blessings resulted in enhanced LS, gratitude, optimism, and decreased negative affect among middle school students.”
Grateful recounting enhances subjective well-being: The importance of grateful processing (2015, background): “Several studies have found significant effects from counting blessings exercises compared with no treatment control conditions (Emmons & McCullough, 2003, Study 3; Froh et al., 2008, Study 2; Lyubomirsky et al., 2005), and wait-list control conditions (Geraghty, Wood, & Hyland, 2010a, 2010b).”
Workplace happiness, well-being and their relationship with psychological capital: A study of Hungarian Teachers (2019, background): “Research findings suggest, for example, that gratitude interventions may enhance optimism and well-being (Emmons and McCullough 2003; Froh et al. 2008).”
Nice Thinking! An Educational Intervention That Teaches Children to Think Gratefully (2014, background): “It shows good internal consistency ( 0.78– 0.88; Froh et al., 2008) and construct validity with adolescent samples, yielding low to moderate positive correlations with optimism (r 0.”
Being grateful is beyond good manners: Gratitude and motivation to contribute to society among early adolescents (2010, background): “While progress has been made in the applied research of gratitude in youth (Froh et al. 2008, 2009a, 2010b) larger and more systematic efforts are needed because beyond being good for oneself, the current study suggests that being grateful is good for others.”