Exploring the Impact of Gratitude Journaling for Elementary and Middle School Students
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 发起方
- 入组人数
- 234
- 试验地点
- 2
- 主要终点
- Stress
研究概览
简要总结
The objective of this study is to explore the potential benefit of gratitude journaling for students in grades 6-12 and their teachers. Specifically, the investigators seek to determine if the process of gratitude journaling decreases stress, student absenteeism, and teacher burnout, while increasing gratitude, optimism, and a sense of belonging.
详细描述
Does gratitude journaling decrease perceived stress in students? Does gratitude journaling reduce absenteeism in student class attendance? Does gratitude journaling increase gratitude in participants? Does gratitude journaling increase optimism in participants? Does gratitude journaling increase a sense of belonging in students? And finally, does gratitude journaling decrease teacher burnout? The investigators hypothesize the gratitude journaling process will decrease stress, student absenteeism, and teacher burnout, while increasing gratitude, optimism, and a sense of belonging in participants.
This study will utilize a pre-test post-test correlational study design. As a preliminary pilot study, the investigators seek to determine the potential benefits of gratitude journaling. For this study, Lynnie Gandola is a community partner. The journals were created by Lynnie. The journals she created were supplied to the schools "at cost" with a grant from the School of Life Foundation (schooloflifefoundation.org) as an initiative that principals in the district chose to implement this semester. These journals will be distributed to students regardless of whether or not the pre-test post-test surveys are administered. The investigators are looking to collect data from a journaling exercise that is already taking place. A letter of support from Lynnie Gandola is attached, stating that she approves the assessment of the effectiveness of the gratitude journals. Additionally, this study will use archival class attendance data. This information will be provided as aggregate data from the school districts, with all student information deidentified. For data collection with teachers, a non-randomized control group will also be utilized to compare burnout scores between teacher who did and did not participate in the gratitude journaling.
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Parallel
- 主要目的
- Treatment
- 盲法
- Single (Participant)
入排标准
- 年龄范围
- 9 Years 至 18 Years（Child, Adult）
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •To be included in this study, individuals must be a student from a school district in the rocky mountain region.
排除标准
- •A participant would no longer be eligible for participation if their status as a student ends. Scenarios include incarceration, illegal behavior, or mental illness that requires absence or discontinued school attendance.
结局指标
主要结局
Stress
时间窗: From enrollment to 60-day post-test
Perceived Stress Scale. The scale has a range of scores from 0-40 with high scores indicating high stress (low scores are better outcomes).
Stress
时间窗: From enrollment to 60-day post-test
Perceived Stress Scale. The scale has a range of scores from 0-40 with high scores indicating high stress (low scores are better outcomes).
次要结局
- Gratitude(From enrollment to 60-day post-test)
- Optimism(From enrollment to 60-day post-test)
- Belonging(From enrollment to 60-day post-test)
- Gratitude(From enrollment to 60-day post-test)
- Optimism(From enrollment to 60-day post-test)
- Belonging(From enrollment to 60-day post-test)
研究者
Michael Rhoads
Assistant Professor of Psychology
Colorado Mesa University