Abstract
The purpose of this study was to examine the mediational role of prosocial behavior on the relationship between gratitude and subjective well-being (SWB) in school (school satisfaction, positive affect in school, and negative affect in school) in elementary school students. We also explored the moderating effect of gender. A total of 706 Chinese elementary school students (375 males and 331 females) from classes in Grades 4 through 6 completed a packet of questionnaires. This packet consisted of the Gratitude Questionnaire, the Elementary School Students’ Subjective Well-Being in School Scale, and the Prosocial Dimension adapted from the Mental Health Scale of Primary and Secondary School Students. The results showed that individual differences in elementary school students’ (1) gratitude significantly related to SWB in school; (2) prosocial behavior partially mediated the relations between gratitude and school satisfaction and positive affect in school; (3) gender moderated the relation between gratitude and school satisfaction, with boys showing greater benefits of gratitude. Limitations and practical applications of the study are discussed.
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