THE INFLUENCE OF GRATITUDE ON ACADEMIC PERFORMANCE, CHOICE, AND PERSISTENCE

Abstract

The influences of trait and state gratitude and the expectancy-value theory of achievement motivation (Eccles et al.,1983) on academic outcomes were examined. In Study 1, a hypothesised model of the influence of trait gratitude on the constructs in the expectancy-value theory and academic performance was tested and refined. The Gratitude-Expectancy-Value (GEV) model was subsequently proposed and path analysis confirmed that the GEV model fitted the data well. In Study 2, experiments were conducted to examine the influence of state gratitude on in-situ task performance, academic related choice, and persistence. Each of the three constructs were also analysed in place of academic performance in the GEV model. Results of the analyses found that state gratitude did not significantly influence the three constructs and the three substituted models based on these constructs did not fit the data well. A discussion of the results and its implications are included.