Students’ connectedness is linked to higher gratitude and self-efficacy outcomes

Abstract

Students’ connectedness to various social agents has been linked to specific domains of self-efficacy but little is known about the mechanisms linking connectedness to adaptive student outcomes. This research aimed to examine the associations of connectedness with academic self-efficacy (Study 1) and career development self-efficacy (Study 2) via the mediating effects of gratitude using prospective research design among Hong Kong high school students. Sample comprised 141 high school students in Study 1 and 132 high school students in Study 2. There was a 12-month interval between Time 1 and Time 2 survey administration. Study 1 showed that Time 1 connectedness to parents and peers positively predicted Time 2 academic self-efficacy through the mediating role of Time 2 gratitude. Study 2 demonstrated that Time 1 connectedness to parents and school positively predicted Time 2 career development self-efficacy via Time 2 gratitude. Converging evidence was reached on the mediating influence of gratitude on the link between connectedness and different domains of self-efficacy. Teachers, guidance counselors and psychologists are encouraged to provide increased opportunities for students to strengthen their peer relationships and connection with families in order to boost their self-confidence in performing academic and career developmental activities.