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What Gratitude Looks Like from Colombian Children's Perspectives

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Title: What Gratitude Looks Like from Colombian Children's Perspectives
Language: English
Authors: Carrillo, Sonia (ORCID 0000-0001-8417-2755), Robles, Daniela, Bernal, Alicia, Ingram, Gordon, Gómez, Yvonne
Source: Journal of Moral Education. 2023 52(3):291-309.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 19
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Grade 5
Intermediate Grades
Middle Schools
Descriptors: Moral Values, Elementary School Students, Grade 5, Freehand Drawing, Student Attitudes, Photography, Schemata (Cognition), Foreign Countries, Psychological Patterns, Family Relationship, Friendship, Teacher Student Relationship, Community
Geographic Terms: Colombia (Bogota)
DOI: 10.1080/03057240.2021.2012435
ISSN: 0305-7240
1465-3877
Abstract: This study aimed to explore Colombian fifth-graders views about people, events, and situations involved in their gratitude experiences. The sample consisted of 120 fifth-grade children from three mixed-gender schools (one public, two private) in Bogotá, Colombia. The study used a child-centered methodology that involved a novel combination of qualitative strategies such as drawings, photos, and schematization. Children played a protagonist role in both gathering and analyzing data. Results showed the complexity of children's understandings of who they were grateful to and for what benefits. Personal relationships constituted one of the main aspects of children's perceptions of gratitude; they identified family, friends, teachers and members of the community as the most important benefactors when thinking about gratitude, and they recognized a variety of benefits received from them. Research on gratitude in Colombia and Latin America can provide important input for designing educational programs to promote positive competences in these societies.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1396123
Database: ERIC
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  Value: <anid>AN0169833742;moe01sep.23;2023Aug10.06:22;v2.2.500</anid> <title id="AN0169833742-1">What gratitude looks like from Colombian children's perspectives </title> <p>This study aimed to explore Colombian fifth-graders views about people, events, and situations involved in their gratitude experiences. The sample consisted of 120 fifth-grade children from three mixed-gender schools (one public, two private) in Bogotá, Colombia. The study used a child-centered methodology that involved a novel combination of qualitative strategies such as drawings, photos, and schematization. Children played a protagonist role in both gathering and analyzing data. Results showed the complexity of children's understandings of who they were grateful to and for what benefits. Personal relationships constituted one of the main aspects of children's perceptions of gratitude; they identified family, friends, teachers and members of the community as the most important benefactors when thinking about gratitude, and they recognized a variety of benefits received from them. Research on gratitude in Colombia and Latin America can provide important input for designing educational programs to promote positive competences in these societies.</p> <p>Keywords: Gratitude; elementary school children; qualitative strategies; child-centered research; character strength</p> <p>Gratitude has been explored from many perspectives, with research questions including how gratitude is experienced; which actors are involved in the experience of gratitude; what motives are related to a grateful act; and what things people are grateful for (Bartlett & De Steno, [<reflink idref="bib4" id="ref1">4</reflink>]; Emmons, [<reflink idref="bib13" id="ref2">13</reflink>]; Gordon et al., [<reflink idref="bib20" id="ref3">20</reflink>]). Gratitude can be described as a state of mind, an affective trait, or an emotion (Watkins, [<reflink idref="bib64" id="ref4">64</reflink>]). As a state of mind, it is experienced when people receive something good, and this experience itself motivates them to behave reciprocally and return something good to the giver (Bartlett & De Steno, [<reflink idref="bib4" id="ref5">4</reflink>]). Emmons ([<reflink idref="bib13" id="ref6">13</reflink>]) also defines gratitude as a positive state of mind that occurs when a person decides to do something positive with the purpose of benefiting someone else. As an affective trait, gratitude is characterized as an orientation toward recognizing and valuing positive actions (Wood et al., [<reflink idref="bib67" id="ref7">67</reflink>]). Other authors have added to this definition a dispositional value, acknowledging gratitude as a life orientation in which a person can appreciate the essential things in their life (Wood et al., [<reflink idref="bib68" id="ref8">68</reflink>]). As a moral emotion, gratitude is the result of a specific event, when someone perceives that a benefit has been granted, recognizes that another person is responsible for it (McCullough et al., [<reflink idref="bib40" id="ref9">40</reflink>]), and feels disposed to value their relationship with that person and act in appropriate ways towards them (Cuello & Oros, [<reflink idref="bib9" id="ref10">9</reflink>]; Navarro & Tudge, [<reflink idref="bib45" id="ref11">45</reflink>]).</p> <p>Other authors identified gratitude as one of the aspects of a broader construct known as appreciation. For instance, Adler and Fagley ([<reflink idref="bib1" id="ref12">1</reflink>]), and Fagley ([<reflink idref="bib14" id="ref13">14</reflink>]) defined <emph>appreciation</emph> as the individual's recognition that something is valuable and meaningful, and the positive feelings associated with this. Under this approach, gratitude is a form of appreciation that involves a beneficiary specifically acknowledging that a benefactor did something nice, helped or provided support to them, and thus feeling grateful for the intentional act and effort invested in it.</p> <p>Connected with recognizing the benefactor's intentional act and with the relational angle of gratitude, Gulliford et al. ([<reflink idref="bib21" id="ref14">21</reflink>]) addressed whether gratitude is a dyadic or triadic concept, acknowledging that to some, gratitude involves only two elements (the benefit and the beneficiary). However, citing Roberts's ([<reflink idref="bib55" id="ref15">55</reflink>]) analysis of the term, they emphasized the importance of considering gratitude as a three-component construct involving a <emph>benefit</emph> valued by a <emph>beneficiary</emph>, and a <emph>benefactor</emph> who provides this benefit. They claimed that this triadic structure prevails even if the benefactor is an undisclosed group of people or an impersonal force (e.g., God or 'people who are kind'). With this triadic structure, feeling grateful may be differentiated from feeling lucky, pleased, or glad; it involves interpersonal and cognitive elements. Merçon-Vargas et al. ([<reflink idref="bib43" id="ref16">43</reflink>]) and others have likewise emphasized that gratitude involves other people; specifically, it implies understanding someone's actions and intentions and the social abilities to express gratitude to them. In their words, 'gratitude occurs when the beneficiary receives a freely given benefit from another (the benefactor), feels positive about what the benefactor intentionally did, and freely wishes to reciprocate with something of benefit to the benefactor' (Merçon-Vargas et al., [<reflink idref="bib42" id="ref17">42</reflink>], p. 4). As these authors stated, a group of researchers agreed on the first two elements of this view of gratitude; however, regarding the third aspect (reciprocity as a required element of gratitude), there seems to be some discussion and 'our position is in the minority' (Merçon-Vargas et al., [<reflink idref="bib42" id="ref18">42</reflink>], p. 5). For example, Konstan ([<reflink idref="bib29" id="ref19">29</reflink>]), and Wellman ([<reflink idref="bib65" id="ref20">65</reflink>]) considered the idea of debt or duty toward the benefactor associated with gratitude somewhat contradictory. As Konstan ([<reflink idref="bib29" id="ref21">29</reflink>])stated 'in turning gratitude into an obligation, this view seems to strip it of any element of generosity; it is merely a matter of paying off a loan' (p. 41).</p> <p>The importance of the benefactor's role was also highlighted by Manela ([<reflink idref="bib37" id="ref22">37</reflink>]), who again emphasized the difference between gratitude (as a moral construct) and appreciation. When a beneficiary is grateful <emph>that</emph> a benefit happened, rather than being grateful to someone <emph>for</emph> it happening and feeling a desire to return the benefit, this is a dyadic construct equivalent to the concept of appreciation. People's expressions of gratitude toward the benefactor vary from verbal expressions (saying thank you) to concrete (repaying the benefactor with benefits valuable to him/her) and connective forms of expressing gratitude (considering the benefactor's wishes; Baumgarten-Tramer, [<reflink idref="bib5" id="ref23">5</reflink>]; Merçon-Vargas et al., [<reflink idref="bib43" id="ref24">43</reflink>]).</p> <p>Different researchers in philosophy and psychology accept the triadic view of gratitude. However, Lambert et al. ([<reflink idref="bib32" id="ref25">32</reflink>]) added an important question to the exploration of gratitude: what do <emph>laypeople</emph> (as opposed to experts) think about gratitude? They suggested that including lay views of gratitude would benefit researchers in two directions: first, by broadening our conceptualization of gratitude, and second, by developing new ways of measuring the construct. Along the same lines, Gulliford and Morgan ([<reflink idref="bib22" id="ref26">22</reflink>]) declared, 'The thinking of the "Wise" (academic experts) is essential, but it should be complemented with that of the "Many" (laypeople), to represent the concept of gratitude as accurately and comprehensively as possible' (p. 2). They used prototype analysis of gratitude with youth and adults as a way of accessing the 'thinking of the Many.'</p> <p>Even more than laypeople in general, children were long considered unreliable sources of data, mainly due to their different capabilities and rights compared with adults (McAuley, [<reflink idref="bib38" id="ref27">38</reflink>]). As Christensen and James ([<reflink idref="bib8" id="ref28">8</reflink>]) pointed out, most research on childhood was traditionally explored through the eyes of caregivers and teachers who spoke for the children. Thus, research was designed and implemented by adults for adults, and children were <emph>objects</emph> of inquiry rather than true <emph>subjects</emph> of the research process. Yet since the ratification of the Convention on the Rights of the Child by the United Nations ([<reflink idref="bib63" id="ref29">63</reflink>]), if not earlier, 'listening to children' has become an important focus of developmental research. As Alderson ([<reflink idref="bib2" id="ref30">2</reflink>], p. 5) pointed out, 'respect for children's participation recognizes them as subjects rather than objects of research, who <emph>speak</emph> in their own right and report valid views and experiences.' Furthermore, children are well informed about their own lives and can play an expert role in researching topics relating to childhood (James et al., [<reflink idref="bib26" id="ref31">26</reflink>]). Hence, inclusive, participatory, action-focused research with children as co-researchers enriches our understanding of their psychological world. This new approach has been identified as research <emph>with and by</emph> children (Fraser et al., [<reflink idref="bib17" id="ref32">17</reflink>]): children's voices are incorporated in the whole research process (data gathering, processing, and analysis; Christensen & James, [<reflink idref="bib8" id="ref33">8</reflink>]). The child-centered approach invites redirecting research methods and questions to include more participative methodologies (Sixsmith et al., [<reflink idref="bib58" id="ref34">58</reflink>]). Qualitative strategies such as mind maps, writing techniques, drawings, and group interviews have been used to explore children's understanding of complex constructs such as health and well-being (MacGregor et al., [<reflink idref="bib36" id="ref35">36</reflink>]).</p> <p>In keeping with these trends, research on gratitude in children has greatly diversified in recent years. From a developmental perspective, researchers have stressed the importance of exploring the development of gratitude in early life (Bono et al., [<reflink idref="bib6" id="ref36">6</reflink>]; Tudge & Freitas, [<reflink idref="bib62" id="ref37">62</reflink>]). Payir et al. ([<reflink idref="bib51" id="ref38">51</reflink>]) argued that four types of factors influence the early development of gratitude: initial experiences with caregivers, individual characteristics (personality traits; Solom et al., [<reflink idref="bib59" id="ref39">59</reflink>]), situations in which children typically interact with other people, and the wider socio-cultural context. Regarding the latter, researchers have identified certain socio-cultural variables associated with the development of gratitude in children and adolescents, including place of origin (Gulliford & Morgan, [<reflink idref="bib22" id="ref40">22</reflink>]), parenting styles (Rothenberg et al., [<reflink idref="bib56" id="ref41">56</reflink>]), and religiosity (Kraus et al., [<reflink idref="bib31" id="ref42">31</reflink>]).</p> <p>For example, Mendonça et al. ([<reflink idref="bib41" id="ref43">41</reflink>]) explored how children from seven different countries (Brazil, China, Guatemala, Russia, South Korea, Turkey and the USA) expressed gratitude. Results showed developmental differences in different types of gratitude expression (verbal, connective, and concrete): preadolescents tended to decrease concrete expressions of gratitude (e.g., reciprocating a benefit while thinking about the beneficiary's own needs) but increase connective expressions (e.g., reciprocating the benefit considering the benefactor's needs), while little change was found in the verbal expressions (e.g., saying thank you). There were also cultural differences: Turkish, Russian, Chinese and Korean children expressed gratitude in more connective ways, whereas US children exhibited more concrete expressions, and Guatemalan and Brazilian children tended to express gratitude verbally. Other studies of children from differing ethnic backgrounds in the USA (Merçon-Vargas & Tudge, [<reflink idref="bib44" id="ref44">44</reflink>]), Guatemala (Poelker et al., [<reflink idref="bib53" id="ref45">53</reflink>]), Argentina (Oros et al., [<reflink idref="bib49" id="ref46">49</reflink>]), and Brazil (Freitas et al., [<reflink idref="bib18" id="ref47">18</reflink>]; Palhares et al., [<reflink idref="bib50" id="ref48">50</reflink>]) provided similar results.</p> <p>As this literature shows, while much of the literature on gratitude in childhood and adolescence has been elaborated in Western, educated, industrialized, rich and democratic (WEIRD) countries of Europe and North America, there is a growing interest among Latin American researchers in expanding research in the field of character strengths, including gratitude. This can contribute to broadening developmental studies with more diverse samples (Henrich, [<reflink idref="bib23" id="ref49">23</reflink>]; Henrich et al., [<reflink idref="bib24" id="ref50">24</reflink>]). Children's behaviors, emotions, and ways of thinking vary across cultural settings, and socialization practices influence different aspects of social and emotional development (Chen & Eisenberg, [<reflink idref="bib7" id="ref51">7</reflink>]). Various psychologists and anthropologists have emphasized the importance of studying specific aspects of individuals' development and functioning within the complexity of their own social and cultural context (Kağıtçıbaşı, [<reflink idref="bib27" id="ref52">27</reflink>]; Lansford et al., [<reflink idref="bib33" id="ref53">33</reflink>]). In order to understand people's values and beliefs, it is crucial to explore them within their cultural setting. Research on individual development, families, and groups requires expanding study populations to the Majority World (Kağıtçıbaşı, [<reflink idref="bib28" id="ref54">28</reflink>]).</p> <p>Researchers have also focused on the implications of gratitude for children's and adolescents' well-being, happiness, academic achievement, and social relations (Allen, [<reflink idref="bib3" id="ref55">3</reflink>]; Nguyen & Gordon, [<reflink idref="bib46" id="ref56">46</reflink>]). For instance, in a longitudinal study, Bono et al. ([<reflink idref="bib6" id="ref57">6</reflink>]) showed that gratitude growth predicted increases in prosocial behavior over four years. Other studies showed that grateful children and adolescents perceived more social support from their peers and family. They experienced more positive affect, resilience, optimism and satisfaction in different life domains (school, family, friends, and community; Allen, [<reflink idref="bib3" id="ref58">3</reflink>]; Gordon et al., [<reflink idref="bib20" id="ref59">20</reflink>]; Scott et al., [<reflink idref="bib57" id="ref60">57</reflink>]). One reason why gratitude is so valuable is the effects that it has on individuals' social connections. McConell ([<reflink idref="bib39" id="ref61">39</reflink>]) and Roberts ([<reflink idref="bib55" id="ref62">55</reflink>]) suggested that gratitude is the basis in the construction of a more 'humane society' (p. 65). Grateful individuals tend to be more empathic and forgiving, have stronger relationships, engage in more generous acts, and tend to experience more trust in other people (Ding & Song, [<reflink idref="bib11" id="ref63">11</reflink>]; Watkins, [<reflink idref="bib64" id="ref64">64</reflink>]). According to Watkins ([<reflink idref="bib64" id="ref65">64</reflink>]), gratitude 'enhances well-being because it amplifies the good in one's life' (p. 8). Gratitude is also significantly associated with prosocial behaviors and high sensitivity to others' needs (Ma et al., [<reflink idref="bib35" id="ref66">35</reflink>]; Yu et al., [<reflink idref="bib69" id="ref67">69</reflink>]).</p> <p>These benefits of gratitude help to justify the importance of investigating how children express it, to which benefactors and for what benefits. The present study took a child-centered approach where children were protagonists in the research process. The main aim was to explore the ideas of fifth-graders at two different schools in Bogotá, Colombia, about people, events, and situations involved in their experiences of gratitude. Following the different views on the main elements that distinguish appreciation and gratitude, we focused particularly on experiences where children felt grateful to specific benefactors for intentionally provided benefits, rather than experiences where they were merely appreciative of benefits in general without identifying a particular benefactor. We therefore explored two research questions: 1) What benefits did children feel grateful for? 2) Which specific benefactors did children identify in their gratitude experiences? To answer these questions, we deployed a novel combination of different qualitative strategies, including drawings and photos, schematization, narrative videos, and focus groups, some of which will be reported in other publications.</p> <hd id="AN0169833742-2">Method</hd> <p>The present study was part of a wider project that used a variety of qualitative methods to investigate Colombian children's ideas about gratitude. The results constituted an information base for designing an educational intervention to promote gratitude in school-aged children, in later stages of the wider project, with the ultimate aim of improving their well-being.</p> <hd id="AN0169833742-3">Participants</hd> <p>The current study's sample consisted of 120 children (49% girls) from three mixed-gender schools (74 students from one public and 46 from two private schools) in Bogotá, Colombia. The public school, located in inner Bogotá, served low-socioeconomic status (SES) families, including some displaced from other regions of the country or Venezuela. Parents worked mostly in informal jobs (e.g., street vending, construction, cleaning, recycling, or domestic service). Students at this school were distributed across three campuses, in morning and afternoon shifts. The study was conducted with 5th-grade students from the morning shift of each campus. The private schools included a Roman Catholic institution and a secular school, both also in inner Bogotá. Parents were primarily middle-SES, private- or public-sector employees, with some being self-employed. Children's ages ranged between 9–12 years for almost all participants (in the public-school sample, there were three 13–14-year-old children), with a mean of 10.5 years. Most participants were Colombian (108 students, 90%), with 12 born in Venezuela. We did not ask participants about their religion, but the majority probably had at least one Roman Catholic parent, given that 70% of the Colombian population identifies as Catholic.</p> <hd id="AN0169833742-4">Data collection and analysis</hd> <p>This study followed a participatory methodology based on Participatory Action Research (PAR), referring to qualitative methodologies where children play a key role in the gathering, processing, and analysis of information (Fraser et al., [<reflink idref="bib17" id="ref68">17</reflink>]). This involves a dynamic process of continuous interactions, with participants offered a space 'to establish their own analytical framework, and their own interpretation of reality' (O'Kane, [<reflink idref="bib48" id="ref69">48</reflink>], p. 129). In this study children were subjects in the research process and the main producers of data in the study. Data collection took place in four 60-minute sessions within each classroom, one session per week, where the final product was a gratitude schema. This methodology was adapted from Sixsmith et al.'s ([<reflink idref="bib58" id="ref70">58</reflink>]) study. Children used a workbook, called <emph>The Book of Gratitude</emph>, to register different things related to their gratitude experiences, making drawings of moments, places, objects, and people they were grateful to and for, based on the 'draw and write' technique used by MacGregor et al. ([<reflink idref="bib36" id="ref71">36</reflink>]). Additionally, following Fattore et al. ([<reflink idref="bib15" id="ref72">15</reflink>]), this study incorporated photographs of figures and objects that were significant for the children.</p> <hd id="AN0169833742-5">Session I</hd> <p>In the first session, a week before any data-gathering activities, children watched a silent short film about a child who helps another child to fix his airplane and return home safely. After watching the video, participants were asked some questions such as: <emph>What happened in the video? How did the protagonist feel about the help he received?</emph>. At the end of this session, children were instructed to bring pictures of people or moments and objects they felt grateful for.</p> <hd id="AN0169833742-6">Session II</hd> <p>The research team provided a <emph>Book of Gratitude</emph> to every child with the following instructions: <emph>In each page draw people, things, places and moments that make you feel grateful and write the reasons why you feel grateful</emph>. Then, the students, with help from the research assistants, took pictures of their photos, objects and drawings. A total number of 235 photographs were obtained in the private schools and 197 in the public school.</p> <hd id="AN0169833742-7">Session III</hd> <p>In this session, children coded the information retrieved in the previous session. They were distributed in groups of 10–15 to classify the photographs following this question: <emph>What do these pictures have in common? Make groups of pictures that are similar</emph>. Each group was assigned a set of about 80 photographs. Children identified and discussed similar characteristics in the photographs and then arranged them into categories. They were then asked to name each category in post-its placed above the category in a wall chart (see Figure 1). This process was repeated until there were no unclassified pictures. Research assistants gave instructions and accompanied the groups while the categorization processes were taking place. Children's discussions were audio-recorded and transcribed to support the interpretation of their categorization processes.</p> <p>PHOTO (COLOR): Figure 1. Categorization and schematization process.</p> <hd id="AN0169833742-8">Session IV</hd> <p>The last step of the coding process focused on creating gratitude schemas based on the categories previously identified by children. Research assistants asked children: <emph>Choose the categories you feel most grateful for. Can you order them from most important to least important?</emph> Children discussed the importance of each category and placed them on the wall chart after reaching a consensus, in order of importance from top to bottom. Children could change the placement of any category at any point in the process. Once all categories were placed on the wall in order, children were asked to find relations among them, starting at the top level and going through every category in the schema, using the following prompt:</p> <p> <emph>On the wall, we have the categories you created and organized from most to least important for your gratitude. Now, we want you to think if they are related. Let's begin with the top ones; are these categories related to any other in the wallchart? If you find relations among categories, you can represent them by placing a tape to connect them</emph>.</p> <p>Children discussed and represented all the relations they could identify among categories and explained why they were related. The different groups' schemas in each school were combined following the level of importance children gave to the categories; thus, the resulting gratitude schemas included all the categories identified at each level of stratification of the sample, one for the private schools and one for the public school. These sessions were also audio-recorded and transcribed. Two research assistants reviewed the transcripts and identified reasons provided by children during the categorization and ordering processes. Finally, research assistants interpreted each schema, highlighting the benefactors and their corresponding benefits, following the connections made by the children, and using their discussion from the audio transcripts as a base. Children also included in their schemas some categories that appeared without a particular benefactor (e.g., nature, cities). Those were not included in the final figure because they represented things they appreciated rather than feeling grateful to a specific benefactor. This review was discussed with the research team to verify which reasons were cited for each category. All study procedures received approval from the research ethics committee of the university where the authors are affiliated. Data was collected from April to June 2019.</p> <hd id="AN0169833742-9">Results</hd> <p>Results of the study are presented according to the type of schools (private or public) in which data were collected. The schemas that children created (Figures 2 and 3) show all the benefactors (represented with color boxes) and benefits (represented with black boxes) that they identified. Children ranked the categories hierarchically from level 1 (the most important to their gratitude) to level 7 or 8 (the least important). Each benefactor identified by the children is connected to the different benefits provided by them.</p> <p>PHOTO (COLOR): Figure 2. Gratitude schema for the public school.</p> <p>PHOTO (COLOR): Figure 3. Gratitude schema for the private schools.</p> <hd id="AN0169833742-10">Public school</hd> <p>The schematization process in the public school displayed a total of 28 categories, which included seven benefactors and 21 benefits. On the first level, representing to whom children felt most grateful for, they placed <emph>God, Friends</emph>, and <emph>My family</emph>, and they also placed in this level <emph>food</emph> as a benefit. Benefactors linked to a greater number of benefits were <emph>My family, Friends</emph>, and <emph>Communities. My family</emph> included different family members such as grandparents, siblings, aunts, uncles, and cousins. This category was connected to 20 benefits out of the 21 benefits in the schema; participants conceive the family as the benefactor who provided most of their benefits: '<emph>they take care of us, they give us food, and because of them we are alive</emph>.' Children also argued that family members protected them and allowed them to have a home, pets, and education, and to enjoy memorable moments such as birthdays and holidays. They also accompanied and consoled them in difficult moments: '<emph>When we are sad, family is with us; they buy us supplies for school, they love us and celebrate our birthdays</emph>.'</p> <p>Participants connected <emph>Friends</emph> to seven benefits in the schema and indicated they provided them company and support. They declared friends '<emph>stay by our side when we are sad</emph>,' '<emph>they help us with homework</emph>.' They also share the importance of friends during special moments: '<emph>on birthdays friends never leave us alone'; 'friends bring you gifts when it is your birthday</emph>.'</p> <p>The category <emph>Communities</emph> included people different from friends or family with whom they interacted daily (e.g., neighbors and workers of local shops). This category was linked to six benefits: '<emph>[workers of local shops] help us and sell us the supplies we need for school</emph>'; '<emph>[neighbors] take care of us and our home when we are away</emph>'; '<emph>buy us food and toys and give us gifts</emph>.' Parents of children at public schools in Colombia usually have either demanding jobs or more than one job that require long working hours. Commonly, neighbors help take care of their children after school and help them with homework until their parents return home.</p> <p>The gratitude schema also showed some 'institutional' benefactors such as <emph>'Hospitals'</emph> and <emph>'My school.'</emph> We classified these as benefactors, given the arguments presented by the children during their discussions as they openly acknowledged specific benefits received in these contexts. In <emph>'My school,'</emph> children identified different opportunities: '<emph>We are thankful to our school because we came here and found many friends we can play with and stay with us during our breaks</emph>'; '<emph>We come here to receive education and to learn</emph>.' Benefits linked to '<emph>Hospitals'</emph> included: '<emph>In hospitals, they look after us, and they cure us</emph>'; '<emph>If our family gets sick, they help us to make them better</emph>'; in this category, they were referring to health professionals. Children also mentioned the importance of healthcare when talking about their pets: '<emph>We feel grateful because we can take them [pets] to the vet and they do not let them die. The veterinary [clinic] is like a hospital</emph>.'</p> <hd id="AN0169833742-11">Private schools</hd> <p>The gratitude schema obtained with private-school participants contains a total of 20 categories: four benefactors and 16 benefits (see Figure 3). On the first level, representing the categories children felt most grateful for, they placed <emph>Family</emph>, and at the same level, they located <emph>values, special moments</emph>, and <emph>life</emph> as important benefits. The benefactors linked to a greater number of benefits were <emph>Family, Friends</emph>, and <emph>God</emph>. The category <emph>Family</emph> included parents, grandmothers, and cousins, and it was connected to 14 of the total 16 benefits. Children stated that '<emph>our family gives us special moments, they are for us whenever we need them, they support us and value us (...) they teach us everything, they always look after me [...] they check that I have everything I need</emph>.' Children also recognized some material benefits that were valuable that they received from family members, such as stuffed animals, musical instruments and electronic devices: '(...) <emph>I am very grateful for my guitar; my parents gave it to me for my birthday because I always imagined I had a guitar, using a broom' (...)</emph> '<emph>My parents gave me my cell phone this year so I will not get lost; they gave me the phone with all of their love</emph>.' '<emph>People who love you a lot are the ones who give you stuffed animals, my grandad gave me my teddy bear so I could always remember him</emph>.'</p> <p>The category <emph>Friends was</emph> connected to six benefits. Children argued that friends support them unconditionally: '<emph>If you have a problem, they [friends] will see it in your face and ask you [about it] and support you.'</emph> [...] '<emph>They also help you make good decisions</emph>.' Children valued their friends because of their constant support: <emph>'I would connect friends to daily things because they help us with a lot of things every day</emph> (...)'; '<emph>they give us company and make us laugh</emph>'; '<emph>we have so much fun with them. They always support us and never leave us alone</emph>.' The category <emph>God</emph> was also linked to six benefits. As children indicated during the schemas' discussions, '<emph>God created everything in the world, so we should be grateful to him, for creating the world and creating us</emph>.' Children considered God an important benefactor whom they could talk to through prayers: '<emph>we can ask God for things we need, and we can also thank him for the things we have</emph>.' This category was connected to <emph>values</emph> and <emph>daily things</emph>: '<emph>Through him, we learn important values for life ... like respecting others and also gratitude</emph>'; '<emph>we pray daily to God to ask him for everything, we also pray with our family</emph>.' One of the private schools that participated in the study was informally religious, and the other was officially secular but still had an ethos strongly informed by Roman Catholicism; the role of <emph>Religion/God</emph> in this schema may be related to the Catholic education that participants received in these institutions and in their families.</p> <p>In summary, both public and private schools' categorization results and gratitude schemas showed abstract, complex conceptions of multiple aspects of their lives. Children from private and public schools identified common benefactors (family, friends, teachers, and God) responsible for many benefits such as giving them life, supporting them, loving and respecting them, material goods, education, and memorable moments. However, children in the public school placed the categories of family, friends, and God in the upper level of importance and teachers in the third level of importance. Children from the private schools, on the other hand, placed only the category family in the first level of importance; friends and God occupied the second level, and teachers the fifth level of importance.</p> <p>Children from the public school recognized significant people as their main benefactors (e.g., family, friends, school staff, hospital personnel, community neighbors, and security guards). Children identified family, friends, God, and teachers as their main benefactors in the private schools' settings.</p> <p>The benefits children placed in the upper levels of the gratitude schemas varied between schools; in the public schools, children included the benefit of <emph>food</emph> in this first level. In the private schools, they included other benefits such as <emph>values</emph> and <emph>special moments,</emph> and <emph>life</emph>. This finding may relate to the sociodemographic and economic circumstances surrounding low socio-economic status families, where many essential needs are unmet. On the other hand, the Catholic cultural environment that surrounded our private-school participants may have influenced the place of the category <emph>God and his benefits</emph> (e.g., having things in life that make them happy, toys, and essential values including respect and gratitude).</p> <p>A result worth mentioning is the place children from both schools gave <emph>Pets</emph> in their gratitude schemas; they placed it in the second level of importance. Children considered pets as family members that accompany and provide protection. They stated: '<emph>Our animals help us to protect our houses, and they help us to feel better when we feel sad</emph>.' '<emph>They accompany us, go with us everywhere and play with us</emph>,' referring to the love and support their pets provide them in their daily life.</p> <hd id="AN0169833742-12">Discussion</hd> <p>The purpose of this study was to understand the benefactors and benefits that Colombian elementary-school children felt grateful for. Children played a protagonist role throughout the research process (in both gathering and initial analysis of data). The relevance of using qualitative tools to discover children's views and opinions about complex constructs has been emphasized in a new paradigm that acknowledges children's right to participate fully in social activities such as research (O'Kane, [<reflink idref="bib48" id="ref73">48</reflink>]). Accordingly, our methods were unique in gratitude studies for involving the integration of visual and verbal methods in a collaborative social process of schematization, with the co-construction by children of a hierarchy of different benefactors and their associated benefits. We focused on identifying benefactors partly to help distinguish gratitude from appreciation, and partly to understand the relevance of gratitude for children's social relationships. We believe our methodology is valuable in studying gratitude, since gratitude is a deeply social emotion, which can motivate children to reciprocate positive gestures from others and thus contribute actively to their social world.</p> <p>In accordance with this child-centered paradigm, an important result of our study was the sophistication of children's gratitude schemas in both types of schools. The number of categories and the way that children organized them into hierarchical schemas illustrate the complexity of their perspective on gratitude. Children's gratitude experiences involved multiple benefactors—including family members, friends, and teachers—as well as various benefits relating to meaningful objects, special events, and daily situations. The richness of children's views about gratitude is reminiscent of studies that explored motives for gratitude expressed by schoolchildren in the USA and Argentina (Gordon et al., [<reflink idref="bib20" id="ref74">20</reflink>]; Oros et al., [<reflink idref="bib49" id="ref75">49</reflink>]). Points in common between our results and theirs included an emphasis on feelings of gratitude towards family and friends for meeting basic needs; however, there were also points of difference, for example, the prominence of religious ideas (God as a benefactor) in our results from both public and private schools.</p> <p>While the upper levels of the gratitude schemas in both schools shared several categories in common (i.e., family, friends, and school), the public and private schools differed in how they categorized spiritual categories, with public-school children placing them in a category called <emph>God</emph> and private-school children placing them in a category with the less personal name of <emph>religion</emph>. This is interesting because although public education in Colombia is officially secular, it is an overwhelmingly Catholic country, and the influence of Roman Catholicism permeates public education through the attitudes and beliefs of staff and parents. On the other hand, the central role of <emph>family</emph> in schemas from both types of school illustrates the relevance of close personal relationships for children's social and emotional development (Thompson & Livingston, [<reflink idref="bib61" id="ref76">61</reflink>]). Family members emerged as important benefactors and sources of care, protection, and support. Children associated family with everyday activities that they were grateful for (e.g., providing things, helping with homework, protecting), alongside organizing memorable moments such as birthdays and holidays. The importance of family reflects its centrality to Colombian society. Family is the basic structure within which children develop and grow, the primary source of protection and care, and a key context in which children learn relationships, values, and behaviors (Suárez & Vélez, [<reflink idref="bib60" id="ref77">60</reflink>]).</p> <p>For many Colombian children, family goes well beyond the nuclear unit: extended family members (grandparents, aunts, uncles, or cousins) frequently play key roles in socialization (Echeverri, [<reflink idref="bib12" id="ref78">12</reflink>]). Our findings showed that grandparents especially were essential figures in the children's notion of family as related to gratitude, being associated with care, support, and special events. Studies of gratitude have also focused on family relations, but more often in analyzing whether and how parents socialize the expression of gratitude in their children, and in US settings (Hussong et al., [<reflink idref="bib25" id="ref79">25</reflink>]; Rothenberg et al., [<reflink idref="bib56" id="ref80">56</reflink>]). For example, parents' personal characteristics or personality traits (e.g., extroversion, optimism, religiosity) can serve as developmental assets to promote gratitude. It would be worthwhile for future studies to investigate how such socialization processes relate to the identification of different benefactors and benefits in Latin American children when they talk about gratitude.</p> <p>Other important benefactors in the gratitude schemas were <emph>Friends</emph> and <emph>Teachers</emph>. Friends were mentioned as key sources of social support. Since friendships are of crucial, increasing importance during adolescence, positive competences such as gratitude could bring benefits to close peer relations at this stage (Wentzel et al., [<reflink idref="bib66" id="ref81">66</reflink>]). <emph>Teachers</emph> and <emph>School staff</emph> occupied different places in the childrens' gratitude schemas. In the public school, <emph>Teachers</emph> were placed in the second level of importance. Children's familiarity with teachers in the public school underlines the importance of the student-teacher relationship and the caring role of teachers highlighted by Noddings ([<reflink idref="bib47" id="ref82">47</reflink>]) and Pianta ([<reflink idref="bib52" id="ref83">52</reflink>]). Children in the private school placed <emph>Teachers</emph> in the fifth level. There were few socio-economic differences in the benefactors identified by children; one example was <emph>Communities</emph>, a unique benefactor that was identified only in the public-school schema. As mentioned before, neighbors can play an essential role in Colombian children's lives (for some children in this social setting, neighbors can actually be caregivers) and they often establish close relationships with them.</p> <p>Our qualitative analysis of to whom children are grateful, and for what, serves as a complement to previous quantitative studies of the development of gratitude in Latin American children, principally in Brazil (e.g., Palhares et al., [<reflink idref="bib50" id="ref84">50</reflink>]) and Argentina (Cuello & Oros, [<reflink idref="bib9" id="ref85">9</reflink>]. Some authors indicated that socio-economic status can affect children's expression of gratitude, with private-school children expressing significantly more connective gratitude and social-oriented wishes (Merçon-Vargas et al., [<reflink idref="bib43" id="ref86">43</reflink>]). Children with high or even medium SES in Colombia, as in Brazil, typically attend private schools. In our study, private-school children did not specifically mention being grateful for necessary provisions such as health, nutrition, transport, or school supplies. Similar results were found by Oros et al. ([<reflink idref="bib49" id="ref87">49</reflink>]), who studied the effects of contextual and demographic variables, including SES, in 8- to 10-year-old Argentinian children. It might be that they took these for granted, allowing them to focus more on being grateful to other people for meeting more abstract, social needs. In contrast, lower-SES children at the public school did construct specific categories for necessary provisions, assigning them great importance as sources of gratitude in their lives. Consideration of SES may help put into perspective results such as those of Froh et al. ([<reflink idref="bib19" id="ref88">19</reflink>]), who found that their intervention to increase gratitude in adolescents also helped reduce levels of materialism. Sometimes the 'materialist' character of children's gratitude may reflect their lived experience of poverty rather than a deficit in their ability to represent positive social benefits from people close to them.</p> <p>Another important category in both public and private schools was <emph>pets</emph>, who frequently appeared in participants' drawings and pictures, and occupied central places in their gratitude schemas. In their discourse around the schemas, children seemed to regard pets as benefactors who provide protection, support and care: <emph>'they can take care of me and never abandon me.'</emph> However, they also connected them with family members as benefits they had received from them. Therefore, in the final schemas we treated them as a benefit since we conceptualized gratitude as recognizing the intentional provision of a benefit by a benefactor, and it was unclear to what extent children were conceptualizing their pets as intentional agents. It would be worth exploring in future studies this ambiguous role of pets.</p> <p>In our study, children were key actors in gathering, processing and analyzing data. One limitation relates to the qualitative strategies used to collect children's ideas. The primary sources of data for the schematization discussions were drawings and pictures; the use of complementary qualitative strategies such as storytelling activities, individual interviews, and free-response survey questions (Liauw et al., [<reflink idref="bib34" id="ref89">34</reflink>]; Oros et al., [<reflink idref="bib49" id="ref90">49</reflink>]) could facilitate a deeper understanding of children's experiences. Our data collection methodology was also group-based, designed to get children talking about gratitude with peers, teachers, and research assistants. As such, it is possible that it understated the level of individual differences in pre-adolescents' experiences of gratitude (Reckart et al., [<reflink idref="bib54" id="ref91">54</reflink>]). Future studies should aim to deepen our understanding of children's thought about such abstract concepts in relation to individual differences in social emotions and the development of character strengths. A possible limitation of the study may relate to the initial use of a short introductory video as an icebreaking activity to engage children to participate in our research. The video was shown one week before data-gathering activities with children, it was silent, and no suggestion of response was given to the questions described in the Method. Thus, it was not intended as a prompt to get them thinking about specific aspects of gratitude. Although our data does not suggest any response priming on the type of responses given by children later in the study (i.e., they did not emphasize receiving help from another child as a category placed in the higher levels of the gratitude schema), it is worth exploring in future studies how the nature of that initial activity may influence later responses related to a complex construct such as gratitude.</p> <p>Colombia is a hugely diverse country, and further exploration of children's specific understandings of gratitude in different contexts (socio-economic classes, ethnic regions, and levels of urbanism) is required. Such studies could integrate individual-based methods to analyze different factors that can affect gratitude's development. Questions relating to the development of gratitude with samples of children of different ages could provide an understanding of its developmental trajectory, constituting a vital input for designing educational interventions to promote gratitude as a character strength. Finally, research exploring Latin American parents' and teachers' ideas on gratitude and its role in people's well-being will constitute an important complement to research on Colombian children's positive competences.</p> <p>Gratitude experiences from children's perspectives constitute vital information that can inform positive psychological interventions to promote gratitude in the family and school contexts. Intervention programs to promote character strengths and well-being have tended to focus on an adult-centered approach (Fattore et al., [<reflink idref="bib16" id="ref92">16</reflink>]). Therefore, the richness of children's gratitude experiences in the local context can help enrich program design and make it more relevant to children's lives. Research results regarding family experiences with parents and caregivers will be helpful to design strategies to cultivate gratitude from home (Rothenberg et al., [<reflink idref="bib56" id="ref93">56</reflink>]). Information from children's perspectives regarding gratitude experiences with teachers and peers could be incorporated in teachers' training to strengthen student-teacher interactions, since the quality of the student-teacher relationship is known to be associated with academic achievement (Davis, [<reflink idref="bib10" id="ref94">10</reflink>]) and general well-being (Konu & Rimpelä, [<reflink idref="bib30" id="ref95">30</reflink>]). Moreover, having information from children's perspectives about everyday situations in which they experience gratitude can facilitate the development of moral actions to strengthen attitudes, behaviors and value systems that contribute to the common good. Developing intervention programs with parents and teachers is essential to move beyond the verbal expression of 'thank you' to reflections on the concept and components of gratitude (Gulliford & Morgan, [<reflink idref="bib22" id="ref96">22</reflink>]). In the case of our wider project, the results of this study helped inform the design of a school curriculum to promote gratitude in the school context based on children's points of view, to be described in future publications.</p> <hd id="AN0169833742-13">Conclusions</hd> <p>Our study adds to the literature on character strengths in children by describing Colombian fifth-graders' gratitude experiences, who they are grateful to and for which benefits. The active role of children in all phases of the research process was a crucial aspect of our methodology, with results showing the complexity of their experiences of gratitude. The findings suggest that a key aspect of Colombian children's conceptions of gratitude is the importance it has in personal relationships. Children identified family, friends, community and God as the primary benefactors in their gratitude schemas; these benefactors represented sources of care, protection, and support. Regarding the benefits linked to those benefactors, children identified providing protection, fun holidays, sport objects, material gifts, and technological devices; these benefits were valuable because they reflected unique interactions with significant others (mainly family and friends), underlining the importance of gratitude to maintain positive social relations. Indeed, researching gratitude in Colombia will provide essential input for professionals and policymakers in designing interventions, including educational programs, to promote positive competences and social relations in family and school contexts. Involving children's perspectives on gratitude can help us understand how this complex prosocial construct relates to their character development and well-being and make interventions in this area more relevant to their everyday lives in local contexts.</p> <hd id="AN0169833742-14">Acknowledgment</hd> <p>Special thanks to the schools and students that participated in the study, and to undergraduate and graduate students from our Department for their assistance with data collection. 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Childhood maltreatment and prosocial behavior among Chinese adolescents: Roles of empathy and gratitude. Child Abuse & Neglect, 101 (2020), 104319. https://doi.org/10.1016/j.chiabu.2019.104319</bibtext> </blist> </ref> <aug> <p>By Sonia Carrillo; Daniela Robles; Alicia Bernal; Gordon Ingram and Yvonne Gómez</p> <p>Reported by Author; Author; Author; Author; Author</p> <p></p> <p>Sonia Carrillo , Psychologist from the Universidad Nacional de Colombia. Ph.D. in Developmental Psychology and Education from The University of Texas-Austin. She is an Associate Professor at the Department of Psychology Universidad de Los Andes, Bogotá, Colombia. There she teaches courses on Developmental Psychology in the undergraduate and graduate programs and courses on Child wellbeing, Attachment Relations across the Life Span, and the Science of Happiness. Her research focuses on children's relations in the family and school context, wellbeing in children and adolescents, and intervention programs to promote positive competencies and wellbeing. At present, she is the Principal Investigator in the project titled Positive design to promote gratitude and wellbeing in schools, from children's points of view funded by Templeton World Charity Foundation.</p> <p>Daniela Robles , is a Psychologist from the Universidad de los Andes, Bogotá, Colombia. Since 2019 she has worked as one of the main research assistants in the project Positive design to promote gratitude and wellbeing in schools, from children's points of view funded by Templeton World Charity Foundation.</p> <p>Alicia Bernal is a Psychologist from the Universidad de los Andes. She has Masters Degrees on Psychology and Public Health from the same University. She worked as a research assistant in the project Social determinants and inequities in the hypertension treatment's adherence for four years. She also worked as a research assistant in the project Positive design to promote gratitude and wellbeing in schools, from children's points of view funded by Templeton World Charity Foundation. At present, she is working as a Health Psychologist in a Hospital in Bogotá, Colombia.</p> <p>Gordon Ingram has a BA in Archaeology & Anthropology from the University of Oxford, an MSc in Cognitive Science from the University of Manchester, and a PhD in Cognition and Culture from Queen's University Belfast. His thesis was a mixed-methods study of the behaviour of tattling (telling tales) in young children. Having previously worked at Oxford, Bath and Bath Spa universities in England, since 2015 he has been Associate Professor of Psychology at the Universidad de los Andes, Colombia. There he teaches several undergraduate courses including Developmental Psychology, Challenges of Childhood in Contemporary Colombian Society, Psychology of Language, Research Methods, and Cyberpsychology. His research focuses on children's and adolescents' behaviour online, particularly as it relates to their socio-emotional competences, everyday language use, and ideas about reputation. He has published in several leading journals, including Child Development, Evolutionary Psychology, the Journal of Experimental Child Psychology, and Personality & Individual Differences, and is currently under contract to write a book on the risks and benefits of new internet technology for adolescents. At present, he is a co-researcher in the project Positive design to promote gratitude and wellbeing in schools, from children's points of view funded by Templeton World Charity Foundation.</p> <p>Yvonne Gómez is a Psychologist from the University of San Buenaventura, Medellín, Colombia and Doctor in Clinical Psychology from the Johannes Gutenberg-Universität, Mainz, Germany. She is an Associate Professor and researcher at the Department of Psychology at the Universidad de los Andes, both in the undergraduate program and in the Masters programs in Clinical and Health Psychology. Her research area is clinical psychology, especially topics related to emotional disorders. She also works on the evaluation of psychometric properties of psychological tests and the effectiveness of intervention protocols. In the last years she has worked on the promotion of positive competencies in children and adolescents. At present, she is a co-researcher in the research project Positive design to promote gratitude and wellbeing in schools, from children's points of view funded by Templeton World Charity Foundation.</p> </aug> <nolink nlid="nl1" bibid="bib13" firstref="ref2"></nolink> <nolink nlid="nl2" bibid="bib20" firstref="ref3"></nolink> <nolink nlid="nl3" bibid="bib64" firstref="ref4"></nolink> <nolink nlid="nl4" bibid="bib67" firstref="ref7"></nolink> <nolink nlid="nl5" bibid="bib68" firstref="ref8"></nolink> <nolink nlid="nl6" bibid="bib40" firstref="ref9"></nolink> <nolink nlid="nl7" bibid="bib45" firstref="ref11"></nolink> <nolink nlid="nl8" bibid="bib14" firstref="ref13"></nolink> <nolink nlid="nl9" bibid="bib21" firstref="ref14"></nolink> <nolink nlid="nl10" bibid="bib55" firstref="ref15"></nolink> <nolink nlid="nl11" bibid="bib43" firstref="ref16"></nolink> <nolink nlid="nl12" bibid="bib42" firstref="ref17"></nolink> <nolink nlid="nl13" bibid="bib29" firstref="ref19"></nolink> <nolink nlid="nl14" bibid="bib65" firstref="ref20"></nolink> <nolink nlid="nl15" bibid="bib37" firstref="ref22"></nolink> <nolink nlid="nl16" bibid="bib32" firstref="ref25"></nolink> <nolink nlid="nl17" bibid="bib22" firstref="ref26"></nolink> <nolink nlid="nl18" bibid="bib38" firstref="ref27"></nolink> <nolink nlid="nl19" bibid="bib63" firstref="ref29"></nolink> <nolink nlid="nl20" bibid="bib26" firstref="ref31"></nolink> <nolink nlid="nl21" bibid="bib17" firstref="ref32"></nolink> <nolink nlid="nl22" bibid="bib58" firstref="ref34"></nolink> <nolink nlid="nl23" bibid="bib36" firstref="ref35"></nolink> <nolink nlid="nl24" bibid="bib62" firstref="ref37"></nolink> <nolink nlid="nl25" bibid="bib51" firstref="ref38"></nolink> <nolink nlid="nl26" bibid="bib59" firstref="ref39"></nolink> <nolink nlid="nl27" bibid="bib56" firstref="ref41"></nolink> <nolink nlid="nl28" bibid="bib31" firstref="ref42"></nolink> <nolink nlid="nl29" bibid="bib41" firstref="ref43"></nolink> <nolink nlid="nl30" bibid="bib44" firstref="ref44"></nolink> <nolink nlid="nl31" bibid="bib53" firstref="ref45"></nolink> <nolink nlid="nl32" bibid="bib49" firstref="ref46"></nolink> <nolink nlid="nl33" bibid="bib18" firstref="ref47"></nolink> <nolink nlid="nl34" bibid="bib50" firstref="ref48"></nolink> <nolink nlid="nl35" bibid="bib23" firstref="ref49"></nolink> <nolink nlid="nl36" bibid="bib24" firstref="ref50"></nolink> <nolink nlid="nl37" bibid="bib27" firstref="ref52"></nolink> <nolink nlid="nl38" bibid="bib33" firstref="ref53"></nolink> <nolink nlid="nl39" bibid="bib28" firstref="ref54"></nolink> <nolink nlid="nl40" bibid="bib46" firstref="ref56"></nolink> <nolink nlid="nl41" bibid="bib57" firstref="ref60"></nolink> <nolink nlid="nl42" bibid="bib39" firstref="ref61"></nolink> <nolink nlid="nl43" bibid="bib11" firstref="ref63"></nolink> <nolink nlid="nl44" bibid="bib35" firstref="ref66"></nolink> <nolink nlid="nl45" bibid="bib69" firstref="ref67"></nolink> <nolink nlid="nl46" bibid="bib48" firstref="ref69"></nolink> <nolink nlid="nl47" bibid="bib15" firstref="ref72"></nolink> <nolink nlid="nl48" bibid="bib61" firstref="ref76"></nolink> <nolink nlid="nl49" bibid="bib60" firstref="ref77"></nolink> <nolink nlid="nl50" bibid="bib12" firstref="ref78"></nolink> <nolink nlid="nl51" bibid="bib25" firstref="ref79"></nolink> <nolink nlid="nl52" bibid="bib66" firstref="ref81"></nolink> <nolink nlid="nl53" bibid="bib47" firstref="ref82"></nolink> <nolink nlid="nl54" bibid="bib52" firstref="ref83"></nolink> <nolink nlid="nl55" bibid="bib19" firstref="ref88"></nolink> <nolink nlid="nl56" bibid="bib34" firstref="ref89"></nolink> <nolink nlid="nl57" bibid="bib54" firstref="ref91"></nolink> <nolink nlid="nl58" bibid="bib16" firstref="ref92"></nolink> <nolink nlid="nl59" bibid="bib10" firstref="ref94"></nolink> <nolink nlid="nl60" bibid="bib30" firstref="ref95"></nolink>
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  Label: Title
  Group: Ti
  Data: What Gratitude Looks Like from Colombian Children's Perspectives
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Carrillo%2C+Sonia%22">Carrillo, Sonia</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-8417-2755">0000-0001-8417-2755</externalLink>)<br /><searchLink fieldCode="AR" term="%22Robles%2C+Daniela%22">Robles, Daniela</searchLink><br /><searchLink fieldCode="AR" term="%22Bernal%2C+Alicia%22">Bernal, Alicia</searchLink><br /><searchLink fieldCode="AR" term="%22Ingram%2C+Gordon%22">Ingram, Gordon</searchLink><br /><searchLink fieldCode="AR" term="%22Gómez%2C+Yvonne%22">Gómez, Yvonne</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Journal+of+Moral+Education%22"><i>Journal of Moral Education</i></searchLink>. 2023 52(3):291-309.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 19
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2023
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+5%22">Grade 5</searchLink><br /><searchLink fieldCode="EL" term="%22Intermediate+Grades%22">Intermediate Grades</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Moral+Values%22">Moral Values</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+5%22">Grade 5</searchLink><br /><searchLink fieldCode="DE" term="%22Freehand+Drawing%22">Freehand Drawing</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Photography%22">Photography</searchLink><br /><searchLink fieldCode="DE" term="%22Schemata+%28Cognition%29%22">Schemata (Cognition)</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Psychological+Patterns%22">Psychological Patterns</searchLink><br /><searchLink fieldCode="DE" term="%22Family+Relationship%22">Family Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Friendship%22">Friendship</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Community%22">Community</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Colombia+%28Bogota%29%22">Colombia (Bogota)</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1080/03057240.2021.2012435
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0305-7240<br />1465-3877
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This study aimed to explore Colombian fifth-graders views about people, events, and situations involved in their gratitude experiences. The sample consisted of 120 fifth-grade children from three mixed-gender schools (one public, two private) in Bogotá, Colombia. The study used a child-centered methodology that involved a novel combination of qualitative strategies such as drawings, photos, and schematization. Children played a protagonist role in both gathering and analyzing data. Results showed the complexity of children's understandings of who they were grateful to and for what benefits. Personal relationships constituted one of the main aspects of children's perceptions of gratitude; they identified family, friends, teachers and members of the community as the most important benefactors when thinking about gratitude, and they recognized a variety of benefits received from them. Research on gratitude in Colombia and Latin America can provide important input for designing educational programs to promote positive competences in these societies.
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  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2023
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1396123
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RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/03057240.2021.2012435
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 19
        StartPage: 291
    Subjects:
      – SubjectFull: Moral Values
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Grade 5
        Type: general
      – SubjectFull: Freehand Drawing
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Photography
        Type: general
      – SubjectFull: Schemata (Cognition)
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Psychological Patterns
        Type: general
      – SubjectFull: Family Relationship
        Type: general
      – SubjectFull: Friendship
        Type: general
      – SubjectFull: Teacher Student Relationship
        Type: general
      – SubjectFull: Community
        Type: general
      – SubjectFull: Colombia (Bogota)
        Type: general
    Titles:
      – TitleFull: What Gratitude Looks Like from Colombian Children's Perspectives
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Carrillo, Sonia
      – PersonEntity:
          Name:
            NameFull: Robles, Daniela
      – PersonEntity:
          Name:
            NameFull: Bernal, Alicia
      – PersonEntity:
          Name:
            NameFull: Ingram, Gordon
      – PersonEntity:
          Name:
            NameFull: Gómez, Yvonne
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2023
          Identifiers:
            – Type: issn-print
              Value: 0305-7240
            – Type: issn-electronic
              Value: 1465-3877
          Numbering:
            – Type: volume
              Value: 52
            – Type: issue
              Value: 3
          Titles:
            – TitleFull: Journal of Moral Education
              Type: main
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