Nice Thinking! an Educational Intervention That Teaches Children to Think Gratefully

Autor/inn/en	Froh, Jeffrey J.; Bono, Giacomo; Fan, Jinyan; Emmons, Robert A.; Henderson, Katherine; Harris, Cheray; Leggio, Heather; Wood, Alex M.
Titel	Nice Thinking! an Educational Intervention That Teaches Children to Think Gratefully
Quelle	In: School Psychology Review, 43 (2014) 2, S.132-152 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0279-6015
Schlagwörter	Teaching Methods; Psychological Patterns; Elementary School Students; Randomized Controlled Trials; Social Cognition; Well Being; Intervention; Delay of Gratification; Child Behavior; Program Effectiveness; Pretests Posttests; Hypothesis Testing; Quasiexperimental Design; Grade 4; Attention Control; Vignettes; Check Lists; Attitude Measures; Student Attitudes; Student Behavior; Student Records; Curriculum; Life Satisfaction; Statistical Analysis; Affective Behavior; New York + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Soziale Kognition; Well-being; Wellness; Wohlbefinden; Hypothesenprüfung; Hypothesentest; School year 04; 4. Schuljahr; Schuljahr 04; Aufmerksamkeitstest; Checkliste; Schülerverhalten; Student behaviour; Schülerakte; Curricula; Lehrplan; Rahmenplan; Lebensvollendung; Statistische Analyse; Affective disturbance; Active behaviour; Affektive Störung
Abstract	Gratitude is essential to social life and well-being. Although research with youth populations has gained momentum recently, only two gratitude interventions have been conducted in youth, targeting mostly adolescents. In the current research, we tested a new intervention for promoting gratitude among the youngest children targeted to date. Elementary school classrooms (of 8- to 11-year-olds) were randomly assigned either to an intervention that educated children about the appraisal of benefit exchanges or to a control condition. We found that children's awareness of the social-cognitive appraisals of beneficial social exchanges (i.e., grateful thinking) can be strengthened and that this, in turn, makes children more grateful and benefits their well-being in terms of increased general positive affect. A daily intervention produced evidence that this new approach induced gratitude immediately (2 days later) and led children to express gratitude more behaviorally (i.e., they wrote 80% more thank-you cards to their Parent--Teacher Association). A weekly intervention induced gratitude up to 5 months later and additionally showed an effect on well-being (i.e., positive affect). Evidence thus supported the effectiveness of this intervention. Results are discussed in terms of implications for positive youth development and academic functioning. (As Provided).
Anmerkungen	National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: publications@naspweb.org; Web site: http://naspjournals.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01