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Gratitude Problems of College Students in Guizhou Province, The People’s Republic of China
Author(s)
Ma, Zhishui
Date Issued
January 1, 2026
Type
Article
Abstract
Based on Emmons’ three-dimensional theory of gratitude (cognition, emotion, behavior), this study focuses on eight core modules: positive emotions, forgiveness, humility, prosocial behavior, psychological well-Being, guilt, happiness, and life satisfaction. An empirical analysis was conducted on 452 college students in Guizhou Province using a self-developed three-dimensional scale to explore the specific manifestations and interactions of their gratitude cognition, emotion, and behavior. The results show a consistent pattern across all eight modules: scores in the cognitive and emotional dimensions are significantly higher than the overall average of their respective modules (e.g., in the positive emotions module, cognition = 3.36, emotion = 3.38, both higher than the module average of 3.09; in the forgiveness module, cognition = 3.07, emotion = 3.09, both higher than the module average of 2.81), indicating that students have clear cognitive recognition and strong emotional resonance with "the association between gratitude and the concepts of each module." However, scores in the behavioral dimension are generally lower than the overall average of their respective modules (e.g., in the positive emotions module, behavioral strategy score = 2.94, lower than the module average of 3.09; in the forgiveness module, behavioral strategy score = 2.68, lower than the module average of 2.81), reflecting insufficient practice of specific gratitude-related behaviors. This reveals the core issue in gratitude education for college students in Guizhou: a significant gap between cognitive-emotional recognition and behavioral practice. By systematically analyzing the current situation of gratitude education among college students in Guizhou, this study fills the gap in localized research on this group. Based on the data differences across the eight modules, it provides a precise direction for optimizing college gratitude education, which is of great practical significance for improving the college gratitude education system and promoting the transformation from cognition and emotion to behavior. A limitation is that the sample is only from Guizhou Province; future research could expand the sample scope or conduct follow-up studies to enhance the generalizability of the conclusions, thereby providing references for strengthening behavioral transformation in gratitude education in more regions.
Citation
Environment and Social Psychology, 11(1), 2026