Gratitude and Achievement Emotions

Philippine Journal of Counseling Psychology (2012), Vol. 14, No. 1, pp. 29-43. © Philippine Association for Counselor Education, Research, and Supervision (PACERS) ISSN 1655-1702

Gratitude and Achievement Emotions Carlo Magno Joyce Orillosa De La Salle University, Philippines

Previous studies established that emotions are related with gratitude. The present study tested whether achievement related emotions would have the same pattern of relationship with three gratitude measures. Investigating the relationship of the two constructs expands theorizing about a different types of emotion with gratitude. There were 329 Filipino college students studying in the National Capital Region in the Philippines who were requested to answer three measures of gratitude (GC-5, GAC, and GRAT), and the Academic Emotions Questionnaire (AEQ) with subscales for positive (enjoyment, hope, and pride) and negative (anger, anxiety, shame, hopelessness, and boredom) achievement emotions. The results showed that the three measures of gratitude were significantly related to each other in same way as the positive and negative emotions. Majority of the correlations of gratitude with positive emotions had a positive direction while negative direction for the negative emotions. The relationship was further tested using Structural Equations Modeling, which showed that all three measures of gratitude were significantly related to each other, was positively related with positive emotions, and negatively related with negative emotions. The model also attained an adequate fit (χ2=314.25, RMSEA=.05, SRMR=.06, CFI=.95, TLI=.96).

Keywords: gratitude, achievement emotions, positive achievement emotions, negative achievement emotions

Individuals feel a sense of gratitude when they experience an appreciation that somebody does something kind or helpful for them. A student feels gratitude when a classmate assisted him or her find a needed book in the library. Gratitude consists of a sense of thankfulness, joy, and peaceful bliss in response to the good deed done by somebody (Froh, Emmons, Huebner, Fan, Bono, & Watkins, 2011). The description of gratitude clearly indicates that it is an emotion. McCollough, Emmons, and Chang (2002) conceptualized gratitude as an emotional trait or disposition with an orientation toward noticing and appreciating the positive in life. There are strong evidences that gratitude is related to positive emotions (Emmons & McCullough, 2003; Froh, Kashdan, Ozimkowski, & Miller, 2009). The relationship of gratitude to positive emotions is justified in two aspects. First, gratitude (as explained by McCullough, Kilpatrick, Emmons, & Larson, 2001) has three moral functions: as moral barometer (it provides

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Magno & Orillosa : Gratitude and achievement emotions

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beneficiaries a signal regarding the value of the relationship because of the good deed enacted); moral reinforcer (it increasing the probability that the benefactor will further do good favors in the future); and as a moral motive (responding positively toward the benefactor). These three moral functions of gratitude create a positive interaction between the person responding (beneficiary) and the person providing (benefactor) the good deed. It maintains a positive relationship resulting to the feeling of positive emotions between the interactions. Second, gratitude is related to several adaptive outcomes such as positive affect and life satisfaction (Froh et al., 2011), quality of relationships, generosity, compassion, and empathy (Wood, Froh, & Geraghty, 2010), social and emotional support, optimism, satisfaction with school (Froh, Yurkewicz, & Kashdan, 2009). Gratitude is also related to school-related factors such as academic achievement, absorption in activities, and social integration (Froh, Emmons, Card, Bono, & Wilson, 2011). If gratitude increases with positive emotions, gratitude also decreases with negative emotions. Studies have shown that gratitude has a negative relationship with some optimal outcomes such as physical symptoms (Froh, Yurkewicz, & Kashdan, 2009), envy, and materialism (Froh, Emmons, Card, Bono, & Wilson, 2011). Since gratitude’s relationship with positive and negative emotions is already established in the literature, it is necessary to investigate whether the same pattern of relationship can occur with a different kind of emotion such as achievement emotions. Achievement emotions are emotions tied directly to achievement activities or achievement outcomes (Pekrun, 2006). Furthermore, achievement emotions can pertain to on-going achievement-related activities or to outcomes of these activities. They can also be momentary occurrences within a given situation or habitual recurring emotions experienced in relation to achievement related activities and outcomes. Achievement emotions are explained by Pekrun (2006) as situation specific and it can most likely corroborate with gratitude. Gratitude occurs in several situations within the context of achievement emotions. In the school setting for example, a student feels gratitude when somebody asks review questions before taking an exam. Gratitude can also be shown by a student who has been absent and a classmate makes a copy of notes taken in class for him or her. Furthermore, gratitude can also be shown by a student when a classmate shares his or her materials for a project to him or her. Gratitude having related to adaptive outcomes mirrors positive



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outcomes through an upward spiral of optimal functioning. It is also necessary to look at how gratitude is related to specific kinds of positive (enjoyment, hope, and pride) negative achievement emotions (anger, anxiety, shame, hopelessness, and boredom). Structuring specific types of achievement emotions with gratitude can further provide explanations how strong positive achievement emotion is and how discrepant it is with negative achievement emotions. Gratitude Froh et al. (2011) explains that the very foundation of gratitude is enjoyment which is a positive emotion developed during infancy. Gratitude exists as early as infancy through the mother-child bond manifested in the capacity of the mother to provide love and the child being nourished has the capacity to experience joy (Klein, 1957). The trait later on develops as the child interacts with others. Graham (1988) theorized a developmental perspective of gratitude. Gratitude develops closely with a child’s social-cognitive appraisal where it emerges between 7 to 10 years of age. During adolescence, gratitude grows stronger with the child’s ability to empathize. Recent studies show the common correlates of gratitude, which involve emotions and prosocial behaviors. For example, the study by Algo and Stanton (2011) showed the functional role of positive emotions when it was the strongest predictor of feelings of gratitude upon receipt of a benefit. Moreover, the study by Tsang, Schulwitz, and Carlisle (2011) found that gratitude predicted better religiosity when a person delivers a positive outcome when one is grateful. Gratitude is also strongly related to a host of prosocial behavior outcomes. For example, the study by Grant and Gino (2010) found that receiving expressions of gratitude enhances several positive outcomes such as feelings of self-efficacy and social worth. Lambert and Finchman (2011) found that when gratitude is shown, partners within a relationship feel more comfortable to voice their concerns and this mechanism maintains better relationship. The recent studies show that emotions play a strong part in explaining gratitude. However, further study on gratitude and emotions needs to be reestablished in a different context. Majority of the studies were done in specific situations where gratitude is given and outcomes were measured. Gratitude needs to be investigated in an



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academic setting such as the school or within the variable of achievement emotions. Achievement Emotions The role of emotions is crucial in the attainment of goals. They play a pivotal role within educational settings, most especially positive emotions (Goetz, Frenzel, Pekrun, & Hall, 2007). Positive affect such as joy, interest, hope, and gratitude are examples of emotions that influence the outcome of learning. Achievement emotions are tied directly to achievement activities or achievement outcomes (Pekrun, 2006). Two types of achievement emotions differing in object focus can be distinguished: (1) Activity emotions, which pertains to on-going achievement related activities and (2) outcome emotions, which pertains to the outcomes of these activities (Pekrun et al., 2002; Pekrun, Elliot, & Maier, 2006). Pekrun (2006) proposes that control and value appraisals serve as critical antecedents of achievement emotions. Control-related appraisals include self-directed beliefs underlying the subjective controllability of learning and its outcomes, with self-concepts of abilities being one type of relevant belief while value appraisals include subjective task values and are closely related to student’s achievement goals (Goetz, Pekrun, Hall, & Haag, 2006). Emotions have various outcomes, and these outcomes can be categorized as predicted either by positive or negative achievement emotions (Lichtefeld et al., in press). Promoting task-related attention, strengthening motivation, and enhancing use of flexible learning strategies generally result from positive achievement emotions. Meanwhile, impairment of motivation and self-regulation of learning, shallow information processing, and poor student performance may emerge out of negative achievement emotions. The Present Study The present study will further test the relationship between gratitude and emotions. The present study also looked at a different type of emotion, which is contextualized in an academic setting (achievement



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emotions). Moreover, the valence of achievement emotion was used in order to see how the relationship of gratitude is differentiated by positive and negative achievement emotions. The study also looked at whether three measures of gratitude will have consistent relationships with positive and negative achievement emotions.

Method Participants The participants in the study were 326 college students enrolled in colleges and universities in the National Capital Region in the Philippines. The ages of the participants range from 17 to 20 years. There are 143 males and 182 females. The participants are all currently completing degree courses in higher education and are within their second to fourth year in college. The participants were selected using convenience sampling and upon their agreement to answer to the questionnaires. Instruments Gratitude Questionnaire–5 (GC–5). The GC-5 is a five-item scale that measures grateful dispositions of intensity, frequency, density, and span (McCullogh et al., 2002). Each item is answered by a seven-point Lickert scale from “strongly agree” to “strongly disagree.” The items showed high internal consistency with a Cronbach’s alpha of .82. All items loaded on a single dimension making the measure unidimensional. The scale is predictive of team satisfaction and life satisfaction. The scale converged with positive emotion and life satisfaction and showed divergence with negative affect and depression. Gratitude Adjective Checklist (GAC). The GAC is a measure of the degree to which gratitude as an emotion is experienced (McCullogh et al., 2002). The scale is composed of the three adjectives affect grateful, thankful, and appreciative. Participants rate the three affects using a five-point scale from “very slightly” to “extremely.” High internal consistency among the three items were obtained (alpha=.88). The scale showed convergence with optimism, contentment, life satisfaction, and positive affect, forgiveness, spiritual transcendence, and the Big Five factors.



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Gratitude, Resentment, Appreciation-Test Short Form (GRAT-Short Form). The GRAT-Short Form is a measure of dispositional attitude for ones sense of abundance in life and appreciation of others (Thomas & Watkins, 2003). Principal components analysis was conducted and extracted a three-factor solution: (1) Lack of Sense of Deprivation (LOSD-6 items), (2) Simple Appreciation (SA-6 items), (3) Appreciation of Others (AO-4 items). The three factor solution was later on tested using a Confirmatory Factor Analysis (CFA) and the model attained a good fit ( 2=462.65, NNFI=.95, CFI=.96, IFI=.96, SRMR=.05). The items also showed to have a high internal consistency with a Cronbach’s alpha of .86. The items are answered using 9 point scale from strongly agree to strongly disagree. The GRAT also showed to converge with life satisfaction, positive affect, self-esteem, and social support. Academic Emotions Questionnaire (AEQ). The AEQ was used in assessing typical and individual emotional reactions in achievement situations among students. It is a 5-point Likert scale, 1 being Strongly Disagree and 5 being Strongly Agree. The questionnaire is related to the emotions that students feel in the classroom, in studying and in taking exams and/or tests. The study only focused on learning related emotions. This subscale is composed of 75 items and focused on the eight emotions namely enjoyment, hope, pride, anger, anxiety, shame, hopelessness, and boredom. The reliabilities of the AEQ scales range from adequate to very good (alpha = .75 to .93, with alpha > .80 for 20 of the 24 scales). Most of these correlations are low to medium, thus indicating discriminant validity. The internal structural validity of the AEQ scales in terms of emotion component structures has been analyzed by means of exploratory and the factors were confirmed using CFA. Procedure The participants were asked first whether they want to give some time and answer the questionnaires. After their affirmation, they were requested to answer all the questionnaires (CG-6, GAC, GRAT, and AEQ). The initial part of the questionnaire asked about their individual backgrounds such as age, grade, university, and gender. They were instructed to proceed to answer all the items in the scales. The participants are reminded not to



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skip any items unanswered. After completing the questionnaire, they were debriefed about the purpose of the study. Data Analysis A measurement model was constructed composed of a five factors. These latent variables were GC-5, GAC, GRAT, positive and negative achievement emotions. The indicators used for the GC-6 and GAC are their specific items while the factors for GRAT, positive, and negative emotions are used as manifest variables. The five latent constructs were intercorrelated to investigate their relationship with each other. Significant parameter estimates should be produced to establish the relationship among the latent constructs. The fit of the hypothesized model was assessed by examining several fit indices including three absolute and one incremental fit index. The minimum fit function chi-square, the Root Mean Square Error of Approximation (RMSEA), and the Standardized Root Mean Square Residual (SRMR) are absolute fit indices. The chi-square statistic (χ2) assesses the difference between the sample covariance matrix and the implied covariance matrix from the hypothesized model (Fan, Thompson, & Wang, 1999). A statistically non-significant χ2 indicates adequate model fit. Because the χ2 test is very sensitive to large sample sizes (Hu & Bentler, 1998), additional absolute fit indices were examined. The RMSEA is moderately sensitive to simple model misspecification and very sensitive to complex model misspecification (Hu & Bentler, 1998). Hu and Bentler (1998) suggest that values of .06 or less indicate a close fit. The SRMR is very sensitive to simple model misspecification and moderately sensitive to complex model misspecification (Hu & Bentler, 1998). Hu and Bentler (1998) suggest that adequate fit is represented by values of .08 or less. In addition, two incremental fit indices, the comparative fit index (CFI) and the Tucker-Lewis Index (TLI) were examined. The CFI and the TLI are moderately sensitive to simple model misspecification and very sensitive to complex model misspecification (Hu & Bentler, 1998). Hu and Bentler (1998) recommend a cutoff of .95 or greater for both the CFI and the TLI.



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Results

The means, standard deviations, and confidence levels were obtained for the three measures of gratitude and achievement emotions. The relationships among these variables were also obtained through bivariate correlation and using Structural Equations Modeling (SEM). Table 1 Descriptive Statistics for the Gratitude Measures and Achievement Emotions

The mean scores obtained for the three gratitude measures are not very discrepant with the means obtained in previous samples (see Froh et al., 2011). The standard deviation values also indicate that the distribution of scores is not very dispersed. The low dispersion values also showed constricted confidence intervals within -95% to +95%.

N M SD CI

-95% +95%

GC-5 326 5.71 1.26 5.58 5.85

GAC 326 4.13 0.82 4.04 4.22

GRAT LOSD 326 4.10 0.82 4.04 4.22

SA 326 6.03 1.85 5.83 6.23

AO 326 6.80 2.24 6.55 7.04

AEQ Enjoyment 326 3.58 0.66 3.51 3.66

Hope 326 3.69 0.74 3.61 3.77

Pride 326 3.59 0.84 3.50 3.68

Anger 326 2.52 0.78 2.44 2.61 Anxiety 326 2.88 0.69 2.80 2.95

Shame 326 2.81 0.73 2.73 2.89

Hopelessness 326 2.36 0.77 2.27 2.44

Boredom 326 2.59 0.77 2.50 2.67 Note. CG-5 = 7 point scale, GAC = 5 point scale, GRAT = 9 point scale, AEQ = 5 point scale LOSD = Lack of Sense of Deprivation, SA = Simple Appreciation, AO = Appreciation of Others, AEQ = Academic Emotions Questionnaire



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Table 2 Correlation Matrix of Gratitude Measures and Achievement Emotions

When the measures of the gratitude and achievement emotions were intercorrelated, a pattern occurred showing that all three measures of the gratitude were significantly related to each other indicting convergence. The GRAT subscale on lack of sense of deprivation (LOSD) had a negative correlation coefficient indicting divergence with gratitude. The same pattern occurred for the positive emotions set of subscales and negative emotion set of subscales of the AEQ. The three positive emotions (enjoyment hope and pride) significantly increase with each other. In the same way the five negative emotions (anger, anxiety, shame, hopelessness, and boredom) also significantly increases with each other. All three positive emotions were significantly related with the gratitude measures. Among the positive emotions, enjoyment and hope was negatively related with LOSD but pride was positively related with it. Not all gratitude measures were significantly related with the negative emotions. Only anger, hopelessness, and boredom were significantly related to GC-5 (negative coefficient). None of the negative

1 2 3 4 5 6 7 8 9 10 11 12 13

1 GC-5 --- 2 GAC .45* ---

3 LOSD .45* -.23* --- 4 SA .40* .26* -.26* ---

5 AO .39* .24* -.25* .83* --- 6 Enjoyment .30* .23* -.23* .39* .35* ---

7 Hope .31* .27* -.27* .32* .29* .76* --- 8 Pride .28* .15* .15* .46* .47* .63* .70* ---

9 Anger -.25* -.04 -.04 -.12* -.13* -.19* -.22* -.06 --- 10 Anxiety .04 -.03 -.03 -.25* -.22* .08 -.01 .05 .56* ---

11 Shame -.06 -06 -.06 -.25* .02 .03 -.07 -.01 .48* .79* --- 12 Hopelessness -.22* -.10 -.10 -.05 -.14* -.13 -.26* -.25* .65* .65* .70* ---

13 Boredom -.18* -.07 -.07 -.03 -.03 -.23* -.25* -.09 .70* .50* .53* .63* ---

*p<.001



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emotions was related to GAC and subscales of the GRAT. SA was significantly related with anger, anxiety and shame (negative coefficient) while AO was significantly related to anger, anxiety, and hopelessness. Figure 1 Model for the Relationship of Gratitude Measures and Achievement Emotions Note. CG-5 = 7 point scale, GAC = 5 point scale, GRAT = 9 point scale, AEQ = 5 point scale LOSD = Lack of Sense of Deprivation, SA = Simple Appreciation, AO = Appreciation of Others, AEQ = Academic Emotions Questionnaire

Between the subscales of the positive and negative emotions, enjoyment is only significant with anger and boredom (negative coefficient). Hope is only significant with anger, hopelessness, and boredom (negative



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coefficient). Pride is only significantly related with boredom (negative coefficient). Structural Equations Modeling was further conducted to test the theoretical relationship among the three measures of gratitude with the positive and negative emotions as latent constructs. The model tested attained an adequate fit with χ2=314.25, RMSEA=.05, SRMR=.06, CFI=.95, TLI=.96. The fit of the model further explains that the data supports the specified relationships among gratitude and achievement emotions. All the relationship among the three latent gratitude scales (GC-5, GAC, and GRAT) was significantly related with both positive and negative emotions latent constructs. All the three measures of gratitude are also significantly related to each other further supporting convergent validity. In the same way, divergence was supported for the significant negative relationship between positive and negative achievement emotions.

Discussion

The study initially intended to test whether achievement emotions, which are academic related emotions, will have the same pattern of relationship as to other types of emotions when related with gratitude. The findings of the SEM showed similar patterns of relationship between the two constructs. The positive achievement emotions as a latent construct significantly increase with all three-gratitude measure. On the other hand, the negative achievement emotions when treated as a latent construct significantly decrease with the three measures of gratitude. These main findings are consistent with the reviews showing how positive and negative emotions distinguish their relationship with gratitude (Emmons & McCullough, 2003; Froh, Kashdan, Ozimkowski, & Miller, 2009; Froh, Emmons, Card, Bono, & Wilson, 2011; Froh, Yurkewicz, & Kashdan, 2009). The present study contributes to theorizing on achievement emotions in three aspects: (1) Achievement emotions goal outcome can come in the form of an interpersonal disposition such as gratitude, (2) further specifying the distinguished relationship between positive and negative emotions, and (3) further hypothesis for the effects of positive and negative emotions.



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The relationship between achievement emotions and gratitude was initially tested and significant relationship was found. Previous studies used emotion in general or affect states as correlates of gratitude, however, the present study found it feasible to test these two constructs conceptually together. The findings does not only support the connection between the two constructs but it provides a perspective that even when emotions were made into an achievement and academic type, the same relationship exist. The relationship between the two constructs opens further studies that can test other type of emotions as correlates of gratitude. Further illustration of the relationship of gratitude and achievement emotions was forwarded in the present study. Likewise, it is evident that when students are grateful for the help they received from others in an academic context, they experience positive emotions. On the other hand, when students are not grateful to the efforts provided by others, negative emotions are experienced. Moreover, when one is thankful for a classmate lending materials for homework, the person feels a sense of hope in accomplishing the task better. When a teacher provides a pencil for a student with no writing material, the teacher enjoys the thought of the student being able to achieve better. When a group of students is grateful of working together in accomplishing a task, they share pride in their sense of achievement. The results of the study also showed the distinguishing relationship between positive and negative achievement emotions on gratitude. This notion do not only support previous findings on the discriminant effect between the two types of achievement emotions on gratitude but it extends the functional characteristic of the valence in negative emotions. The findings provide one aspect that can produce negative or positive emotion in an academic setting. It is said that emotions can boost the morale of students that helps them improve their performance. On the other hand, it can also affect the performance of students depending to their mood. By being grateful or showing appreciation given by others foster and lead to positive emotions while negative emotions are produced when one remorse the favor given to them. In studies where measures of gratitude are established, the positive and negative emotions are used to establish construct validity. This is the basic idea provided considering the consistent studies on the strong relationship between positive emotions and gratitude (see Froh et al., 2011).



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In the present study, not only did it show construct validity of the three measures of gratitude but also both the conceptual and statistical evidences are presented. Lastly, the present study opens for studies to test further hypothesis on positive and negative achievement emotions with gratitude. Other areas can be investigated to check the consistency of relations such as when gratitude and achievement emotions are treated as a state, trait, and other dispositional context.

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Author Note

Carlo Magno is an associate professor at the Counseling and Educational Psychology Department and Joyce Orillosa is an assistant professor at the Educational Leadership and Management Department, College of Education, De La Salle University, Manila, Philippines. Correspondence can be addressed to: [email protected]

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Gratitude and Achievement Emotions