Gratitude and School Well-Being Among Chinese University Students: Interpersonal Relationships and Social Support As Mediators

Abstract

We investigated the relationship between gratitude and school well-being, and the mediating effect of interpersonal relationships and social support. Participants were 782 Chinese undergraduate students who completed measures of gratitude, interpersonal relationships, social support, school satisfaction, positive affect, and negative affect in school. Results revealed that gratitude was positively associated with school well-being, and that both interpersonal relationships and social support acted as mediators of this relationship. The final model also showed a significant sequential pathway from gratitude to interpersonal relationships, and then through social support to school well-being. Implications and limitations of the findings are discussed.