The Role of Life Satisfaction and Coping Style in the Relationship between Gratitude and School Belonging

DOI

10.2991/icemet-15.2015.29How to use a DOI?

Keywords

gratitude; school belonging; life satisfaction; coping style

Abstract

Many researches have already been conducted to study the effect of gratitude. Researchers have found that gratitude positively correlates to mental wellbeing, social integration, traits and performance. However, few researchers illustrated how the gratitude worked in helping students adapt themselves to school climate. This study recruited 407 undergraduate students to examine the relationships between gratitude and school belonging. It was hypothesized that Gratitude was associated positively and significantly with life satisfaction and positive coping style, both of which were positively and significantly related to school belonging. And life satisfaction and positive coping style played a mediating role in the relationship between gratitude and school belonging. The hierarchical regression analyses indicated that gratitude could significantly predict positive coping style and more life satisfaction, which played a complete mediating role in the relationship of gratitude and school belonging. This research suggests that the gratitude is an effective intervention in helping students adapt themselves to school climate socially and affectively.

Copyright

© 2015, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Yuhui Qin
AU  - Shishuo Qu
AU  - Jianyuan Yan
AU  - Xiang Wan
PY  - 2015/08
DA  - 2015/08
TI  - The Role of Life Satisfaction and Coping Style in the Relationship between Gratitude and School Belonging
BT  - Proceedings of the 2015 International Conference on Economy, Management and Education Technology
PB  - Atlantis Press
SP  - 129
EP  - 135
SN  - 2352-5398
UR  - https://doi.org/10.2991/icemet-15.2015.29
DO  - 10.2991/icemet-15.2015.29
ID  - Qin2015/08
ER  -