The Effect of Gratitude Level on Academic Performance of Junior Middle School Students: The Moderating Role of Perceived Teacher Expectations

DOI

10.2991/assehr.k.220504.302How to use a DOI?

Keywords

teacher expectations; gratitude; academic achievement; teacher expectations

Abstract

Gratitude is a traditional virtue of our Chinese nation. In the context of Chinese culture, adolescents’ gratitude to important people in their life is more reflected in their efforts to study and academic success, and adolescents with higher levels of gratitude were more likely to report academic success work, but few studies have explored what factors may influence the effect of gratitude on academic success. Using teacher expectations as a moderator, this study reveals “how” gratitude affects academic achievement and “when” the effect is stronger or weaker. Eleven adolescents were investigated with a gratitude questionnaire, perceived teacher expectation questionnaire and academic achievement questionnaire. The results show that gratitude tendency has positive prediction function on academic achievement; teacher expectation has no significant positive moderating effect on the relationship between gratitude and academic achievement.

Copyright

© 2022 The Authors. Published by Atlantis Press SARL.

Open Access

This is an open access article distributed under the CC BY-NC 4.0 license.

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TY  - CONF
AU  - Ruiqi Zhu
PY  - 2022
DA  - 2022/06/01
TI  - The Effect of Gratitude Level on Academic Performance of Junior Middle School Students: The Moderating Role of Perceived Teacher Expectations
BT  - Proceedings of the 2022 8th International Conference on Humanities and Social Science Research (ICHSSR 2022)
PB  - Atlantis Press
SP  - 1663
EP  - 1667
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.220504.302
DO  - 10.2991/assehr.k.220504.302
ID  - Zhu2022
ER  -