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An exploration of the role of gratitude in enhancing teacher–student relationships
Institution:1. Department of Psychology, University of Miami, P.O. Box 248185, Coral Gables, FL, USA;2. Department of Psychology, Kobe University, 1-1 Rokkodai-cho, Nada-ku, Kobe 657-8501, Japan;3. Department of Psychology and Neuroscience, University of Colorado, Boulder, 345 UCB Boulder, CO, USA;1. Centre for Social Issues Research, Study of Anxiety, Stress and Health Lab, Department of Psychology, University of Limerick, Limerick, Ireland;2. Department of Personnel & Employment Relations, Kemmy Business School, University of Limerick, Limerick, Ireland;3. Health Research Institute, University of Limerick, Ireland;1. Insper Institute of Education and Research, Brazil;2. University of São Paulo – FEA/USP, Department of Accounting and Actuarial Science, Brazil;1. Facultad de Economía y Negocios, Universidad Andres Bello, Santiago, Chile;2. Research Institute on Quality of Life, University of Girona, Spain;3. Facultad de Educación y Ciencias Sociales, Universidad Andres Bello, Santiago, Chile;4. Escuela de Negocios, Universidad Adolfo Ibáñez, Santiago, Chile
Abstract:Flourishing relationships are at the core of teachers' work and effective pedagogy. This paper presents an exploratory case study of 59 secondary schoolteachers to investigate the role that gratitude may have in enhancing teacher–student relationships. Although the potential of gratitude has been gaining international attention in the areas of positive and social psychology, there have only been a few studies on the effect of teachers' gratitude. The paper presents a conceptual framework that postulates the meaning and significance of gratitude in this context and then describes a qualitative case study. Results indicate that gratitude impacted positively on the teachers, classroom and school environment.
Keywords:Teacher–student relationships  Gratitude  Teacher emotions  Positive psychology
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