Abstract/Details

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


2009 2009

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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)


Subject
Social psychology;
Educational psychology;
Higher education
Classification
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
Title
The relationship of gratitude and subjective well-being to self-efficacy and control of learning beliefs among college students
Author
Rey, Dustine
Number of pages
135
Publication year
2009
Degree date
2009
School code
0208
Source
DAI-A 70/07, Dissertation Abstracts International
Place of publication
Ann Arbor
Country of publication
United States
ISBN
9781109293784
Advisor
Hirabayashi, Kimberly
Committee member
Clark, Ginger; Dembo, Myron
University/institution
University of Southern California
Department
Education (Counseling Psychology)
University location
United States -- California
Degree
Ed.D.
Source type
Dissertations & Theses
Language
English
Document type
Dissertation/Thesis
Dissertation/thesis number
3368634
ProQuest document ID
304998466
Copyright
Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.
Document URL
http://search.proquest.com/docview/304998466
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