NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1090273
Record Type: Journal
Publication Date: 2016-Mar
Pages: 20
Abstractor: As Provided
ISSN: ISSN-0033-3085
What Good Is Gratitude in Youth and Schools? A Systematic Review and Meta-Analysis of Correlates and Intervention Outcomes
Renshaw, Tyler L.; Olinger Steeves, Rachel M.
Psychology in the Schools, v53 n3 p286-305 Mar 2016
The development of gratitude in youth has received increasing attention during the past several years, and gratitude-based interventions have often been recommended for use in schools. Yet, the empirical status of the correlates of gratitude and the effects of gratitude-based interventions on youths' outcomes remains unclear. The present study addressed this ambiguity by systematically reviewing and meta-analyzing original empirical journal articles investigating gratitude in youth through September 2014 (N = 20). Findings from the meta-analysis of correlates indicate small-to-moderate convergent and discriminant evidence for gratitude as a subjective well-being indicator in youth, yet other results indicate that gratitude measures have relatively poor test--retest reliability and/or predictive validity and that they have questionable concurrent validity with other gratitude measures. Moreover, findings from the meta-analysis of intervention outcomes indicate that gratitude-based interventions are, as a whole, generally ineffective and that much more intervention research is warranted. Implications of these findings for theory, future research, and the practice of school psychology are discussed.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A