The relationship of gratitude and subjective well-being to self-efficacy and control of learning beliefs among college students

2009 2009

Other formats: Order a copy

Abstract (summary)

This study investigated the relationship between gratitude, subjective well-being, personal and academic self efficacy and control of learning beliefs. The purpose of this dissertation was to extend the research on variables that contribute to academic success in college students. A non-experimental quantitative design was utilized. A sample of 206 four-year art college students completed a 38 item survey assessing their level of gratitude, subjective well-being, general self-efficacy, academic self-efficacy, and control of learning beliefs. Specifically, the survey consisted of items from: The Gratitude Questionnaire (GQ-6), The Satisfaction with Life Scale, The Motivated Strategies for Learning Questionnaire (MSLQ), The General Perceived Self-efficacy Scale (GPSS), and The Patterns of Adaptive Learning (PAL).

The results of the study indicate a strong correlation between all variables. Gratitude was significantly correlated with general self-efficacy, academic self-efficacy, subjective well-being, and control of learning beliefs. Subjective well-being was correlated to academic self-efficacy, general self-efficacy, control of learning beliefs, and gratitude. Results of the linear and multiple regressions showed that gratitude predicted 7.9% of the variance in academic self-efficacy, and 6.3% of general self-efficacy. Subjective well-being predicted 16.3% of the variance in general self-efficacy and 4.9% in academic self-efficacy. Results from this exploratory study indicated that gratitude and subjective well-being were positively correlated to both general and academic self-efficacy, and learning beliefs. In addition, gratitude and subjective well-being predicted general self-efficacy and academic self-efficacy of college students. Future research could build on these findings by assessing the efficacy and regulatory behaviors of students after participating in school based interventions aimed at increasing gratitude and subjective well-being. Suggestions for classroom and counseling interventions are provided.

Indexing (details)

Social psychology;
Educational psychology;
Higher education
0451: Social psychology
0525: Educational psychology
0745: Higher education
Identifier / keyword
Education; Psychology; Academic self-efficacy; Gratitude; Learning beliefs; Positive psychology; Self-efficacy; Subjective well-being
The relationship of gratitude and subjective well-being to self-efficacy and control of learning beliefs among college students
Rey, Dustine
Number of pages
Publication year
Degree date
School code
DAI-A 70/07, Dissertation Abstracts International
Place of publication
Ann Arbor
Country of publication
United States
Hirabayashi, Kimberly
Committee member
Clark, Ginger; Dembo, Myron
University of Southern California
Education (Counseling Psychology)
University location
United States -- California
Source type
Dissertations & Theses
Document type
Dissertation/thesis number
ProQuest document ID
Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.
Document URL
Access the complete full text

You can get the full text of this document if it is part of your institution's ProQuest subscription.

Try one of the following:

  • Connect to ProQuest through your library network and search for the document from there.
  • Request the document from your library.
  • Go to the ProQuest login page and enter a ProQuest or My Research username / password.