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The Role of Gratitude in Fostering School Bonding

by Michael J. Furlong, Jeffrey J. Froh, Meagan E. Muller & Victoria Gonzalez - 2014

A body of research has emerged during the past three decades focusing on how students engage in the schooling process and the broader positive developmental outcomes associated with high levels of engagement and lower involvement in high-risk behaviors. This chapter suggests that gratitude might offer a unique contribution for understanding how affective engagement and positive relationships could enhance student school bonding and thereby student social-emotional and academic outcomes.

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This article originally appeared as NSSE Yearbook Vol 113, No. 1.

Cite This Article as: Teachers College Record Volume 116 Number 13, 2014, p. 58-79
https://www.tcrecord.org ID Number: 18307, Date Accessed: 5/22/2022 9:38:16 PM

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About the Author
  • Michael Furlong
    University of California, Santa Barbara
    E-mail Author
    MICHAEL J. FURLONG is a professor at the University of California Santa Barbara and the director of the Center for School-Based Youth Development. He is a fellow of the American Psychological Association (Division 16, School Psychology). He coedited the Handbook of Positive Psychology in the Schools (2009, 2013).
  • Jeffrey Froh
    Hofstra University
    E-mail Author
    JEFFREY J. FROH is an associate professor of psychology at Hofstra University and a leading scholar in positive youth psychology. His research, which has been featured in mainstream media such as The Wall Street Journal and The Washington Post, focuses on the wellsprings, assessment, outcomes, and enhancement of gratitude in children and adolescents. He is past associate editor for the Journal of Positive Psychology, coeditor of Activities for Teaching Positive Psychology: A Guide for Instructors (APA Press, 2013), and coauthor of Making Grateful Kids: The Science of Building Character (Templeton Press, 2014). The John Templeton Foundation has funded his research.
  • Meagan Muller
    Hofstra University
    E-mail Author
    MEAGAN E. MULLER is a doctoral student in the school-community psychology program at Hofstra University. Her research interests include the development of gratitude in youth, primarily focusing on parental influence on its development. She also studies the effects of using evidence based practices for treating individuals with autism spectrum disorders.
  • Victoria Gonzalez
    University of California, Santa Barbara
    E-mail Author
    VICTORIA GONZALEZ received her degree in counseling, clinical, and school psychology from the University of California Santa Barbara. Her research interests focus on factors associated with Latino/a studentsí academic resilience.
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