Abstract
Abstract Objective Strength-related traits, particularly gratitude, have received little attention in the literature on the psychological and cognitive well-being of undergraduate students. This study examined whether dispositional gratitude predicts both objective and perceived executive functions, and reconsidered other known predictors such as mood, gender, and positive affect in a diverse sample of 270 undergraduate students. Method The students completed self-report mood and executive skill measures, then participated in the computerized version of the Trails Making Test, parts A and B. Students with prior brain injury, Dx of ADHD, or learning disability were excluded. Correlations, T-tests, and ANOVAs were used to analyze data. Results Gratitude was negatively correlated with depression (r = −0.492), anxiety (r = −0.377), and stress (r = −0.260). Conversely, it was positively correlated with positive affect (r = 0.503), all statistically significant at p < 0.001. Additionally, students with higher levels of gratitude self-reported higher executive functioning skills, such as planning and emotional regulation, representing small sized effects. However, there was no significant relationship between gratitude and objective performance on a task of cognitive flexibility, nor were there differences in gratitude scores between male and female participants. Eighty-six percent of students who identified as Asian were in the lower level of gratitude group. Conclusion These findings support prior research suggesting that gratitude has a stronger influence on boosting mood and positive emotions, rather than on higher-order executive skills, such as cognitive flexibility. The study also highlights cultural considerations of gratitude interventions, taking into account differences found between ethnic groups.
Published Version
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