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This study analyzed the mediating effect of the body–mind–spirit dimensions of wellness between dispositional gratitude and life satisfaction among bachelor’s students enrolled at a midsized private university in Islamabad. Rooted in the Broaden-and-Build theory, the study explains how the positive emotion of gratitude may develop personal resource...
Citations
... Affective learning occurs in an authentic, accepting, considerate, and reassuring environment where learner's feelings, interests, aspirations, and perspectives are taken into account for real learning and development to occur (Green, 2019a;Rogers, 1969). As such, affective learning is more memorable, fulfilling, and relevant to the real world (Green & Batool, 2017, Green et al., 2020Jagger, 2013). The affective domain furthers affective learning, as it "focuses on attitude, motivation, willingness to participate, valuing what is being learned, and ultimately incorporating the discipline values into real life" (Kasilingam et al., 2014, p. 27). ...
... In the same vein, emotionalized learning experiences (ELE)-a major component of the affective learning framework-nurture affective learning (Green & Rizwan, 2023;Patel, 2010). ELE focus on integrating the affective outcomes into the teaching-learning process (Patel, 2010) based on high value affective content (i.e., thought-provoking, current, and need-relevant content) to teach learners pertinent life lessons and at the same time sustain their interest and increase their motivation and engagement in the prescribed curriculum (Green et al., 2020). Developed from Bloom's (1956) original taxonomy, Krathwohl's taxonomy of affective domain comprises five outcomes: receiving, responding, valuing, organization, and characterization by value complex (Krathwohl et al., 1964) explicated in the Positive Emotional Experiences section. ...
This study advances the idea that an affective learning framework based on imparting emotionalized learning experiences (ELE) may foster affective learning to enrich university students’ blended learning—composed of (1) online learning and (2) offline personal and collaborative learning. The affective learning framework is developed to offer positive emotional experiences through the four dimensions of ELE—cognitive setting for learning, emotional setting for learning, social setting for learning, and teaching and learning resources forming the affective learning environment—incorporated into the two learning modes to enable learners to demonstrate enhanced learning capabilities and approach behaviors towards learning. The concepts presented in this study are drawn from previous scholarly work on ELE, positive psychology interventions, blended learning, online education, and established theoretical perspectives and therefore the framework has a wide scope and application for advancing positive education and positive psychology interventions. This contribution offers a new perspective by demonstrating how blended learning, the Broaden-and-Build theory, and the Emotional Response theory may work in tandem to foster affective learning based on Krathwohl’s affective outcomes. The pedagogical best practices embodied in the affective learning framework may enrich university education. In addition, this study suggests strategies for incorporating affective outcomes into the two learning modes for bolstering affective learning. Lastly, the implications for implementing the framework are discussed.
... Patients perceive Telehealth as highly effective as it allows communication, a chance for rapport, expression of feelings, getting instructions, and explaining symptoms by exchanging ideas between the nurse and patient, as it encourages patient independence. Telehealth consultations were perceived by the patients to often cover the most critical aspects of patient receiving care, such as the physical, emotional, social, spiritual, and intellectual dimensions of health, making the patients satisfied as Green et al. [24] claimed, that covering the aspects of patient care results in life satisfaction. Having scored high as a whole, the perceived level of effectiveness of telehealth services often meets the required standard of health service. ...
Telehealth services are essential optional tools for therapy and potential strategies in providing healthcare regardless of the patient-doctor face to face meeting. Hence, this study determined the perceived effectiveness of the telehealth services in terms of patient receiving care, collaborative intervention, nurturing patients, and cost as assessed by adult outpatients with healthcare needs in private clinics in Bacolod City, Philippines relative to sex, age, and case. Also, it identified their challenges in availing the telehealth services. Likewise, it investigated the difference in the telehealth services’ perceived effectiveness when grouped to the demographics. Using the descriptive-comparative design, a validated and reliability tested questionnaire was responded by 158 adult patients. In analysis, it utilized mean, standard deviation, percentage distribution, rank, and Mann Whitney U test. Meanwhile, the researcher adhered to the Philippine Health Research Ethics Board. Generally, the perceived effectiveness of telehealth services was rated very high. All areas were also scored very high along with all the demographics. Meanwhile, they were mostly challenged virtually in terms of poor internet connectivity, lessening of proper evaluation, and hindering of quality patient assessment. Inferentially, there was no difference in the perceived effectiveness when grouped to all demographics. Hence, the findings imply the continuous utilization of the telehealth services in effectively providing the patients with quality healthcare.
... Also, student affairs professionals in collaboration with faculty members may organize talks by experts, problem-solving sessions, short-duration lectures, and personal enrichment workshops (see Green et al., 2015aGreen et al., , 2015b throughout the year for building students' psychological resources. These intentional learning activities may be based on such topics as art-of-living, body-mind-spirit dimensions of wellness, family relationships, problematic social media use, unlocking the winner within, the Five Ps of demonstrating proactivity, and building inner strength and fortitude (Çiçek et al., 2021Green & Rizwan, 2023;Green et al., 2015cGreen et al., , 2015dGreen et al., , 2020aGreen et al., , 2020b. Further, strengths interventions aimed at facilitating career adaptation, developing the X-Factor, and advancing personal growth initiative (see Green, 2021Green, , 2023Green & Yıldırım, 2022) may enable Turkish university students to build valuable psychological resources. ...
This study examined the mediating effect of resilience and academic self-efficacy (psychological resources) in the relationship between social support and uncertainty of COVID-19. We recruited 607 Turkish undergraduate students (68% females) with a mean age of 21.71 years (SD = 3.18). Results showed that perceived social support positively predicted resilience and academic self-efficacy, while social support, resilience, and academic self-efficacy negatively predicted uncertainty of COVID-19. Findings highlight the significance of investing in social support resources for orchestrating gains in psychological resources, which may then support one another to act collectively to assuage the uncertainty of COVID-19. Theoretical contribution and practical implications of the results as well as study limitations and future research are discussed in the paper.
... Some of the reviewed correlational studies also explored the potential mechanisms for the relationship between gratitude and life satisfaction by examining mediating variables. 18,28,32,35,40,44 For example, in one cross-sectional study of 427 Chinese undergraduates, Kong and colleagues found that social support and self-esteem fully mediated the relationship between gratitude and life satisfaction; the positive coefficient from gratitude to life satisfaction (β = 0.23) became nonsignificantly negative (β = −0.14) when these mediators were added to the model. ...
... Several cross-sectional studies also identified statistical mediators, 18,28,32,35,40 including social support, self-esteem, positive and negative affect, and meaning in life. While this work is useful in suggesting possible mechanisms, it is not possible to make strong conclusions regarding causality and cognitive and mechanisms based on cross-sectional mediations. ...
Background
Many studies suggest a link between gratitude and life satisfaction, including experimental tests of gratitude interventions. This paper presents a systematic review of recent literature on the influence of gratitude on life satisfaction. The aim of this research is to better understand the nature of the relationship between gratitude and life satisfaction and to evaluate the state of literature.
Methodology
A systematic search was conducted using four databases (APA PsycInfo, Scopus, Web of Science, and EBSCO), targeting articles published since 2010. Correlational studies were included if they used the GQ6 measure of gratitude and the Satisfaction With Life Scale (SWLS). Intervention studies were included if they reported effects of a gratitude manipulation on SWLS scores. Forty-four articles (N = 16,529) focusing on gratitude and life satisfaction were ultimately selected. Among the selected studies, 18 employed experimental designs and 26 were cross-sectional studies. Five studies also presented cross-lagged analyses from two or more timepoints.
Results
The review indicated a substantial positive correlation between gratitude and life satisfaction. Various potential mediators were also identified, including meaning in life, social support, and self-esteem. Some experimental research suggested that gratitude interventions may increase life satisfaction compared to neutral control conditions, although evidence was mixed. There was stronger evidence for these effects in people from Western countries. However, there is no strong evidence that gratitude interventions outperform positively valenced control conditions. Thus, it is possible that the effects of intervention could be caused by demand- or placebo effects.
Conclusion and Recommendation
While it is clear that there is a link between gratitude and life satisfaction, the extent to which gratitude causes life satisfaction and the mechanism underlying that link require further exploration. We suggest that experimental work test effects of changes in gratitude that cannot be explained by placebo- or demand effects. We also encourage more interactive interventions as well as research that investigates third variables that could underlie both gratitude and life satisfaction.
... First, information about enhancing student self-efficacy may be disseminated through a dedicated website developed by each Afghan university for the purpose. The website may also be used to promote mental health-enhancing behaviors and a culture of well-being in the campus (Green, Noor, & Ahmed, 2020). ...
Aims: This study determined the psychometric integrity of the Dari version of the Fear of COVID-19 Scale (FCV-19S). In addition, this contribution analyzed the moderating role of student self-efficacy between the fear of COVID-19 and mental well-being. Methods: The sample comprised 436 Afghan students studying in three universities situated in Kabul. First, Confirmatory Factor Analysis (CFA) was used to confirm the unidimensional structure of the FCV-19S. Second, relationship of the FCV-19S with Anxiety of COVID-19 and mental well-being determined its concurrent validity. Third, the average variance extracted (AVE) and composite reliability (CR) determined the convergent validity of the scale. Fourth, the internal consistency reliability of FCV-19S was calculated. Lastly, the moderation analysis was conducted based on Model 1 of the PROCESS macro. Results: CFA demonstrated that the FCV-19S was a good model fit and confirmed its unidimensional structure. In addition, the FCV-19S showed good concurrent validity, adequate convergent validity , and excellent internal consistency reliability. Further, student self-efficacy moderated the relation between the fear of COVID-19 and mental well-being. Conclusion: The Dari version of the FCV-19S demonstrates robust psychometric properties. Further, moderate and high levels of student self-efficacy significantly reduce the negative influence of fear of COVID-19 on mental well-being.
... In line with this, individuals who have gratitude that tends to be high will have emotions and mindsets that tend to be positive through the experiences that individuals have, such as good things or positive events experienced (Green, et al., 2020). With the relatively constant gratitude in employees, it can contribute to building a good working relationship with colleagues. ...
... This is then in line with the five aspects of OCB, namely altruism in the form of sincerity to help others, conscientiousness has awareness to exceed the minimum obligation, sportsmanship has a sense of tolerance for the surrounding environment, courtesy in the form of good interpersonal relationships with people around him, and civic virtue in the form of active participation of individuals. In accordance with the explanation by Green et al. (2020) which states that grateful individuals will have emotions, a positive mindset, and higher life satisfaction will tend to have low negative emotions such as depression, anxiety, and feelings of envy. These individuals also appear to be more prosocial-oriented because they are more empathetic, forgiving, helpful, and supportive. ...
The existence of employees for the organization is crucial for the fulfillment of organizational goals. Employees who voluntarily work more than expected will be able achieve these goals, with the gratitude they have. This study aims to see the role of gratitude on Organizational Citizenship Behavior (OCB), using quantitative correlational method. The study was conducted on 150 employees of Kediri District Health Office. This study uses simple regression analysis hypothesis testing. The results showed a positive effect of gratitude on OCB of 12.2%. Points to, the higher employee's gratitude, the higher their OCB and vice versa. Moreover, 87.8% of OCB employees are affected by other factors. This research aims as a reference for HRD, employees, and employees to increase the effectiveness of tasks completion to achieve joint goals.
... ELE are geared towards providing affective experiences to increase engagement and sustain motivation in the learning process based on a learner-centric environment (Green, 2023). ELE focus on integrating affective outcomes into the teaching-learning process (Patel, 2010) based on high value affective content (i.e., interesting, current, and need-relevant content) to affect learners emotions, attitudes, and beliefs to secure their cooperation to learn well (Green et al., 2020a). The training intervention used high value affective content to actively and meaningfully engage participants in it. ...
... In view of the COVID-19 pandemic, it was considered relevant to add the following item to the BDW: "I follow the necessary preventive measures to keep myself safe from the coronavirus." The internal consistency of the BDW calculated to 0.87 in a study by Green et al. (2020a) ...
... It is pertinent to mention here that an important limitation of art-of-living is that it misses out on some key positive psychology constructs, which may also be useful for enriching people's lives and furthering well-being. Gratitude is one such construct-as identified by Lang (2020)-permitting individuals to regularly experience positive emotions essential for cultivating a positive mindset (Wood et al. 2008) and building valuable personal resources pertaining to the body-mind-spirit dimensions of wellness (Green et al., 2020a). Moreover, the power of gratitude can never be underestimated. ...
Art-of-living allows individuals to live a contemplative, mindful, and active life to attain well-being. This study demonstrates the development and implementation of an art-of-living training intervention to nurture positivity among Pakistan’s university students during COVID-19. To ensure the efficacy of teaching and learning during the second wave of the pandemic, the intervention was imparted through a blended learning approach comprising two modes: (1) online learning and (2) offline personal and collaborative learning. This approach was based on the emotionalized learning experiences (ELE) format to make learning more engaging, permanent, and gratifying. The study comprised 243 students randomly assigned to an experimental group (n = 122) and a wait-list control group (n = 121). Growth curve analysis indicated that positivity together with the components of art-of living—self-efficacy, savoring, social contacts, physical care, and meaning—and overall art-of-living increased at a greater rate in the experimental group than in the control group from pretest to posttest and from posttest to follow-up measurement. The analysis provided an all-encompassing view of how positivity developed in the two groups over time. There were significant variations in participants’ initial status (intercepts) and growth trajectories (slopes). The influence of participants’ initial positivity scores suggested that students with high initial positivity scores had a slower increase in linear growth, whereas those with low initial positivity scores had a faster increase in linear growth over time. The success of the intervention may be attributed to the dimensions of ELE—embodied
in the two modes—and fidelity to intervention for effectively implementing the blended learning approach.
... As a result, stress, anxiety, and depression affect well-being, and mental well-being affects academic achievement. Moreover, there is an indirect effect on well-being during a pandemic and well-being acts as a mediator also (Chumg, 2015;Green, 2019). Therefore, we can predict the following hypotheses-Hypothesis 8: Students' mental well-being mediates the relationship between perceived stress and academic performance. ...
The rising concerns regarding mental health arising from the challenges due to pandemics emerged and it's negative effects on academic performance. Stress and depression levels affected students' mental well-being as well as academic performance. Surprisingly, this study revealed that the anxiety level of this young generation due to COVID-19 does not influence their activities rather students to have a strong mental capacity to maintain adverse situations. The most possible reason could be their belief that the impact of coronavirus is very low among the young generation. Therefore, they are not anxious about the coronavirus during the pandemic. Rather, they are having depression and stress due to the absence of a proper educational environment.
... Green, 2019(cf. Green, , 2021Green, Faizi, Jalal, Zadran, 2022;Green, Noor, & Ahmed, 2020) may be particularly worthwhile. Of note is that nurturing positive emotions among participants may enable them to identify, share, and adapt effective coping strategies to develop resilience for effectively dealing with life challenges (Green, Noor, Ahmed, & Himayat, 2022). ...
This year’s calendar sheds light on the concept of positive psychological functioning, which comprises “multiple indicators of psychological well-being and can be characterized as the positive feelings and cognitions of individuals who evaluate their lives favourably and function effectively” (Kubzansky, Boehm, & Segerstrom, 2015, p. 646). Merino and Privado (2015) have conceptualized the construct in terms of eleven psychological resources (i.e., autonomy, resilience, self-esteem, purpose in life, enjoyment, optimism, curiosity, creativity, sense of humor, environmental mastery, and vitality), which fall under these categories of resources: cognitive, coping, and control resources.
This calendar discusses the significance of six psychological resources, namely resilience, self-esteem, purpose in life, optimism, sense of humor, and environmental mastery. It is noteworthy that these resources hold great relevance with regard to fostering post-pandemic growth and therefore the calendar focuses on guidelines and strategies for developing each.
... Zhang et al., 2022). Furthermore, individuals higher in dispositional gratitude are more likely to experience positive outcomes, such as increased feelings of happiness and hope, strengthened interpersonal relations, and improved physical health (Bhullar et al., 2015;Green et al., 2019;Hartanto et al., 2019Hartanto et al., , 2022Murray & Hazelwood, 2011;Portocarrero et al., 2020;Watkins et al., 2003;Wood et al., 2010;Xiang & Yuan, 2021). ...
Given the rise in the global prevalence of stress and depressive symptoms, there is an increasing need to identify promising interventions that promote well-being. One potential intervention that has been widely discussed in the literature on improving well-being is the practice of gratitude. However, findings on its effectiveness have been marred by inconsistency and publication bias. Building upon past studies, the current study aims to revisit the effect of a gratitude contemplation intervention on multiple well-being outcomes by using a within-person experimental design with a daily diary approach. Multilevel modeling showed that the gratitude contemplation intervention had a significant within-person effect on multiple daily well-being outcomes including negative affect, perceived stress, anxiety, and depressive symptoms. Moreover, the results were robust across varying levels of personality traits. Our study provides another line of evidence to the literature supporting the benefits of gratitude contemplation intervention.
