A model of gratitude, psychological well-being, and academic engagement in college students

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dc.contributor.advisorFracasso, Maria
dc.contributor.authorRochowiak, Rebecca
dc.contributor.departmentTowson University. Department of Psychologyen_US
dc.date.accessioned2017-10-23T20:36:06Z
dc.date.available2017-10-23T20:36:06Z
dc.date.issued2017-10-23
dc.date.submitted2017-05
dc.description(M.A.) -- Towson University, 2017en_US
dc.description.abstractThe goal of the present study was to test a model of gratitude, psychological well-being, and academic engagement in college students. Based on the broaden and build theory of positive emotions, this study suggested that the positive emotion of gratitude would build psychological well-being in students and, in turn, predict academic engagement. A total of 330 college students completed a measure of gratitude (GRAT-R), sub-scales of a psychological well-being measure (RYFF), and sub-scales of a measure of academic engagement (PALS). Results of this study did not support the hypotheses that gratitude and psychological well-being together would predict students’ reports of academic engagement. Limitations of this study and future directions are discussed.en_US
dc.description.urihttp://library.towson.edu/digital/collection/etd/id/59846en_US
dc.formatapplication/pdf
dc.format.extentvi, 49 pagesen_US
dc.genrethesesen_US
dc.identifierdoi:10.13016/M2CJ87N01
dc.identifier.otherTSP2017Rochowiak
dc.identifier.urihttp://hdl.handle.net/11603/7367
dc.language.isoen_USen_US
dc.titleA model of gratitude, psychological well-being, and academic engagement in college studentsen_US
dc.typeTexten_US

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