Psychological Development and Education ›› 2013, Vol. 29 ›› Issue (2): 192-199.

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Effect of Gratitude on Adolescents’ Academic Achievement：Moderated Mediating Effect

YE Bao-juan1,2, YANG Qiang3, HU Zhu-jing1,2   

  1. 1. School of Psychology, Jiangxi Normal University, Nanchang 330022;
    2. Jiangxi Key Lab of Psychology and Cognitive Learning, Nanchang 330022;
    3. School of Education, Jiangxi Normal University, Nanchang 330022
  • Online:2013-03-15 Published:2013-03-15

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Abstract: This study constructed a moderated mediation model in which everyday academic resilience mediated the relationship between gratitude and academic achievement, and this mediation effect was moderated by stressful life events. A sample of 1361 adolescents was recruited in the study to complete gratitude questionnaire, everyday academic resilience questionnaire, stressful life events scale, and academic achievement questionnaire. The results indicated that: (1) everyday academic resilience played partial mediating effect between gratitude and academic achievement. Gratitude not only had a direct influence on academic achievement, but also promoted academic achievement indirectly by increasing everyday academic resilience; (2) stressful life events moderated this mediation effect. Stressful life events moderated the second path of the mediation. With stressful life events increasing, the effect of everyday academic resilience on academic achievement reduced. Therefore, the effect of gratitude on adolescents' academic achievement was moderated mediating effect. These findings had important theoretical and reference value to increase academic achievement.

Key words: gratitude, academic achievement, everyday academic resilience, stressful life events, adolescents

CLC Number: 

  • B844.2
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