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dc.contributor.advisor Stanislaw, Harold en_US
dc.contributor.author Howell, Katelyn
dc.date.accessioned 2019-07-11T00:01:04Z
dc.date.available 2019-07-11T00:01:04Z
dc.date.created 2019 May en_US
dc.date.issued 05-29-19
dc.identifier.other Master of Arts in Psychology en_US
dc.identifier.uri http://hdl.handle.net/10211.3/211820
dc.description.abstract The purpose of this study was to examine the relationships between stress, well-being, gratitude, and gratitude practices among teachers. Participants for this study were teachers (N = 242) who were recruited through Amazon’s Mechanical Turk. Participants answered questions that assessed their stress levels, factors that contribute to their stress, well-being, gratitude, and the frequency at which they practice different forms of gratitude. Results for this study indicate that stress was negatively correlated with gratitude and well-being. Stress was not correlated with gratitude practices. Well-being was positively correlated with gratitude and gratitude practices. Gratitude was positively correlated with the gratitude practice questions. The results indicate that as participants have greater gratitude and well-being levels they are more likely to engage in gratitude practices. Future researchers can study the different aspects of teacher stress, well-being and gratitude. They can also implement gratitude practice interventions to potentially increase participant gratitude and well-being levels.
dc.language.iso en_US en_US
dc.title An exploration of stress, subjective well-being, and gratitude among teachers
dc.type Thesis en_US
dc.date.updated 2019-07-11T00:01:04Z


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