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- Publisher Website: 10.1080/03057240.2023.2258290
- Scopus: eid_2-s2.0-85171747564
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Article: Teachers’ conceptions of gratitude and its cultivation in schools in China
Title | Teachers’ conceptions of gratitude and its cultivation in schools in China |
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Authors | |
Keywords | China conceptions Gratitude moral cultivation teachers |
Issue Date | 21-Sep-2023 |
Publisher | Taylor and Francis Group |
Citation | Journal of Moral Education, 2023 How to Cite? |
Abstract | Gratitude has recently received increasing scholarly attention as a moral value and virtue important for individual and social functioning and therefore worth cultivating in schools. However, previous research has often been based on experiences in western societies, while moral values and moral cultivation are understood in different ways across cultural contexts. This exploratory qualitative study examines teachers’ conceptions of gratitude and their experiences of cultivating gratitude in schools in mainland China. Based on semi-structured interviews, the findings highlight Chinese teachers’ culturally distinctive conceptions of gratitude and its cultivation, namely its role in developing relationships and maintaining social harmony, and the importance of acts of reciprocity. This empirical study develops a more substantive cross-cultural understanding of the nature of gratitude and practices of moral cultivation in schools. |
Persistent Identifier | http://hdl.handle.net/10722/344611 |
ISSN | 2023 Impact Factor: 1.7 2023 SCImago Journal Rankings: 0.800 |
DC Field | Value | Language |
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dc.contributor.author | Harrison, Mark Gregory | - |
dc.contributor.author | Ying, Ji | - |
dc.contributor.author | Yan, Fei | - |
dc.contributor.author | Jackson, Liz | - |
dc.date.accessioned | 2024-07-31T06:22:32Z | - |
dc.date.available | 2024-07-31T06:22:32Z | - |
dc.date.issued | 2023-09-21 | - |
dc.identifier.citation | Journal of Moral Education, 2023 | - |
dc.identifier.issn | 0305-7240 | - |
dc.identifier.uri | http://hdl.handle.net/10722/344611 | - |
dc.description.abstract | Gratitude has recently received increasing scholarly attention as a moral value and virtue important for individual and social functioning and therefore worth cultivating in schools. However, previous research has often been based on experiences in western societies, while moral values and moral cultivation are understood in different ways across cultural contexts. This exploratory qualitative study examines teachers’ conceptions of gratitude and their experiences of cultivating gratitude in schools in mainland China. Based on semi-structured interviews, the findings highlight Chinese teachers’ culturally distinctive conceptions of gratitude and its cultivation, namely its role in developing relationships and maintaining social harmony, and the importance of acts of reciprocity. This empirical study develops a more substantive cross-cultural understanding of the nature of gratitude and practices of moral cultivation in schools. | - |
dc.language | eng | - |
dc.publisher | Taylor and Francis Group | - |
dc.relation.ispartof | Journal of Moral Education | - |
dc.rights | This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. | - |
dc.subject | China | - |
dc.subject | conceptions | - |
dc.subject | Gratitude | - |
dc.subject | moral cultivation | - |
dc.subject | teachers | - |
dc.title | Teachers’ conceptions of gratitude and its cultivation in schools in China | - |
dc.type | Article | - |
dc.identifier.doi | 10.1080/03057240.2023.2258290 | - |
dc.identifier.scopus | eid_2-s2.0-85171747564 | - |
dc.identifier.eissn | 1465-3877 | - |
dc.identifier.issnl | 0305-7240 | - |