Abstract:

Gratitude is a pleasant response generated by an external benefit, which is received by someone or oneself. This response generates changes in people’s perspectives, allowing them to recognize positive events and improve different aspects of their life and their environment. The following study aims to understand the effects of a gratitude promotion program in university professors, who, due to the nature of their work, face high-stress situations such as generating meaningful learning experiences in a fast-paced environment.

There were 66 professors participating in two subsamples. Group 1 (GR1) included 44 participants (13 control in a control group and 9 participating in the program). This program included 14 activities that promote self-reflection and expressing gratitude for others. Group 2 (GR2) on the other hand, included 22 professors (13 in a control group and 9 included in a short version of the program). The Gratitude Questionnaire (GQ-6) was used to assess the results of the program, which was applied as a pre and post-intervention measure. Participants were also invited to share their accounts on the perceived benefits and limitations of the program. This allowed for a quantitative and a qualitative analysis of the intervention.

Pre-intervention measures report high levels of gratitude. Comparing GR1 and GR2 did not show a significant difference regarding this variable (GR1, X= 3.48, SD=.43; GR2, X=3.48, SD=.50; Mann Whitney’s U=458, p=.720). Post-intervention measures showed no significant effects on neither of the experimental groups (GR1, Wilcoxon’s W= -.578, p=.563; GR2, W= -.510, p=.610). Results yielded no other significant effects between the control group and those enrolled in the program (GR1, U=49.5, p=.539; GR2, U=169, p=.081). On the other hand, from a qualitative standpoint, professors reported satisfactory and insightful experiences: “The program helped me to be more aware of all the good things, people, situations, and experiences that I live on a daily basis. It helped me to focus my attention on bigger things, and to feel well and appreciate my life more.” (CIA043, GR1). Another participant shared: “This program hast made me think of events or people that made me feel grateful, happy, whole, and that I normally don’t think about it.” (ANO508, GR2)

Both programs achieved improving awareness on gratitude and its benefits, which it could also become a coping strategy, improve the affective balance of people, perceived well-being, and promote a better learning environment in the classroom, the office, and at home. Since no significant difference was found on the length of the programs, it is recommended to use the short version of the intervention (9 activities version). Regarding the gratitude measurements used, it is suggested that they are modified to adapt to the cultural context, and to also try to include a better sampling method where participants report low levels of gratitude also participate in the program. This study suggests that further research should be conducted on gratitude programs in higher education institutions whose primary aim is to develop a more engaged faculty and to improve overall well-being.

Keywords:

Gratitude, Teachers, Faculty Development, Higher Education, Educational Innovation.