Gratitude and Adolescent Academic Performance: The Mediating Role of Different Psychological Develop Features

Tiantian Liu; Shijie Yan; Zixi Yang

doi:10.54097/zpt82b62

Authors

Tiantian Liu
Shijie Yan
Zixi Yang

DOI:

https://doi.org/10.54097/zpt82b62

Keywords:

Gratitude, academic performance, adolescents, well-being, prosocial behavior, learning engagement.

Abstract

With the increasing force competition of society and students' academic stress, further developing students' academic achievement is a significant suggestion that has gotten expanding consideration. This paper describes how several emotions and skills closely related to gratitude, such as resilience, well-being, and prosocial behaviors, can be influenced by gratitude, which in turn can contribute to the enhancement of all aspects of learning in elementary and middle school students. Students with gratitude possess better giving and problem-solving skills, and a grateful mindset increases personal resources and stable relationships. Students with a grateful mindset have a better performance in terms of academic focus, showing more avenues and dedication to problem-solving. This has a positive effect on academic behavior and the ability to self-control, thus affecting academic performance. These have positive effects on students' academic performance, and this paper explores how the positive effects of gratitude academic engagement and on prosocial behaviors further affect academic performance.

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