Gratitude Intervention Evokes Indebtedness: Moderated by Perceived Social Distance.

gratitude education gratitude intervention indebtedness multi-categorical antecedent moderation perceived social distance

Journal

Frontiers in psychology
ISSN: 1664-1078
Titre abrégé: Front Psychol
Pays: Switzerland
ID NLM: 101550902

Informations de publication

Date de publication:
2022
Historique:
received: 29 11 2021
accepted: 24 01 2022
entrez: 4 4 2022
pubmed: 5 4 2022
medline: 5 4 2022
Statut: epublish

Résumé

Previous study suggests that gratitude intervention evokes indebtedness among people from an interdependent society. This study furtherly hypothesized that perceived social distance moderates the effect of gratitude intervention on felt indebtedness. A total of 275 adolescents were randomly assigned to three gratitude intervention conditions, namely, writing gratitude to significant others, the health of one's own, or nothing. After completing the writing task, they rated their experienced emotions on ten dimensions, including gratitude and indebtedness. They also reported perceived social distance from surrounding people and other demographical information. Results indicated that participants in the condition of writing about gratitude to significant others felt indebted regardless of perceived social distance, while those in the condition of writing about gratitude to his/her own health and those in the control condition experienced lesser indebtedness as the perceived social distance with others becomes closer. Gratitude increases as perceived social connectedness increases across all conditions. Theoretical and practical implications were discussed.

Identifiants

pubmed: 35369203
doi: 10.3389/fpsyg.2022.824326
pmc: PMC8965834
doi:

Types de publication

Journal Article

Langues

eng

Pagination

824326

Informations de copyright

Copyright © 2022 He, Qiu, Chen and Zhong.

Déclaration de conflit d'intérêts

The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

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Auteurs

Wuming He (W)

Guangdong Provincial Key Laboratory of Development and Education for Special Needs Children, Zhanjiang, China.
School of Educational Science, Lingnan Normal University, Zhanjiang, China.

Junjie Qiu (J)

Guangdong Provincial Key Laboratory of Development and Education for Special Needs Children, Zhanjiang, China.
School of Educational Science, Lingnan Normal University, Zhanjiang, China.

Yingying Chen (Y)

Department of Education and Human Potentials Development Special Education Section of Education, National Dong Hwa University, Hualian, Taiwan.
College of Teacher Education, Lingnan Normal University, Zhanjiang, China.

Yufang Zhong (Y)

Guangdong Provincial Key Laboratory of Development and Education for Special Needs Children, Zhanjiang, China.
School of Educational Science, Lingnan Normal University, Zhanjiang, China.

Classifications MeSH