Why Gratitude in the Connecting with Place Project?
Research consistently indicates that a sense of belonging is a robust predictor of positive outcomes for students, including well-being, academic motivation, and reduced dropout intention (Karaman & Tarim, 2018; Suhlmann et al., 2018). This association remains significant even after thorough adjustments for various covariates have been made (Gopalan & Brady, 2019; Pittman & Richmond, 2007). Notably, gratitude emerges as a key factor positively influencing undergraduate students’ sense of belonging (Dani et al., 2021; Kalamatianos et al., 2023; Qin et al., 2015).
Moreover, a growing body of evidence suggests that incorporating gratitude practices can be an effective intervention to help students adapt to the challenges of post-secondary education (Huang et al., 2020; Klibert et al., 2019; Li & Li, 2022; Qin et al., 2015; Renshaw & Hindman, 2017; Zhang & Tsai, 2023). Positive psychology interventions, such as gratitude cultivation, along with school-based support, are increasingly recommended for students in their emerging adulthood (Zainoodin et al., 2021; Zhang et al., 2018). According to Lipsedge and Mulrooney (2022), well-being and a sense of belonging are crucial tools for enhancing student learning and can be seamlessly integrated into educational practices.
The link between a sense of belonging and a sense of place is emphasized (Adler-Kassner et al., 2022; Yasemin & Mehmet, 2020), with recent research showing that fostering place attachment and connecting learning experiences to familiar environments can contribute to a sense of belonging among students, ultimately enhancing their level of engagement, both academically and in the greater community (Dewantara, 2023).
In the context of geography and environmental studies, integrating gratitude practices into the curriculum may offer additional benefits. Markowitz and Shariff (2012) highlight the importance of positive emotions in engaging the public to motivate pro-environmental behaviour. Recent work by Tam (2022) demonstrates a reliable association between gratitude toward nature and pro-environmental attitudes and behaviors. Guided activities that foster gratitude toward nature may encourage individuals to develop more reciprocal and respectful relationships with the environment, promoting a richer, more embedded sense of belonging (Eppert, 2021). In environmental ethics, gratitude to nature is even suggested as a virtue that is not only useful but possibly essential for effective environmental conservation (Joldersma, 2009).
The accumulated evidence underscores the pivotal role of a sense of belonging, intertwined with gratitude practices, in fostering student well-being, academic success, and environmental stewardship. As educators consider these findings, integrating strategies that cultivate belonging and gratitude into educational frameworks may not only enhance students’ personal growth but also contribute to a more sustainable and connected society.
References
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