emerge for 10- to 11- and 16-year-olds. But if gratitude were
measured by the GQ-6, such a relation would only emerge for
youth 12–19 year olds. The weaker or nonexistent link between
NA and gratitude scores in these earlier ages may have something
to do with gratitude not yet solidifying enough to counter the
negative emotions that may correspond to the temporary dip in
self-esteem observed in middle-school students (Berk, 2007).
Pending results from subsequent research, we offer the following
recommendations for researchers interested in studying gratitude
in youth. First, preliminary support is provided for the use of
the GQ-6, GAC, and GRAT-short form with 14- to 19-year-olds,
with one small exception: The GAC demonstrated lower correlations
with NA in this study. Second, researchers who would like to
use the GQ-6 to measure gratitude in youth should seriously
consider excluding Item 6 given its low factor loading, apparent
abstractness, and some youth reporting it difficult to understand.
Third, researchers should not use the GRAT-short form with
students in the 10- to 13-year age range. Although there appear to
be pros and cons with using either the GQ-6 or GAC, this study
suggests that the GQ-6 is the more psychometrically sound scale
for 10- to 13-year-olds. If researchers attempt to measure gratitude
in 10- to 13-year-olds, they should probably use both the GQ-6 and
GAC, looking for convergent findings.
The reason the GRAT-short form performed poorly in the 10- to
13-year age group relative to the GQ-6 and GAC may be due to the
cognitive and experiential limitations of preadolescents and the
items of this scale. For instance, “Although I think it’s important
to feel good about your accomplishments, I think it’s also important
to remember how others have contributed to my accomplishments”
and “Although I’m basically in control of my life, I can’t
help but think about all those who have supported me along the
emerge for 10- to 11- and 16-year-olds. But if gratitude were
measured by the GQ-6, such a relation would only emerge for
youth 12–19 year olds. The weaker or nonexistent link between
NA and gratitude scores in these earlier ages may have something
to do with gratitude not yet solidifying enough to counter the
negative emotions that may correspond to the temporary dip in
self-esteem observed in middle-school students (Berk, 2007).
Pending results from subsequent research, we offer the following
recommendations for researchers interested in studying gratitude
in youth. First, preliminary support is provided for the use of
the GQ-6, GAC, and GRAT-short form with 14- to 19-year-olds,
with one small exception: The GAC demonstrated lower correlations
with NA in this study. Second, researchers who would like to
use the GQ-6 to measure gratitude in youth should seriously
consider excluding Item 6 given its low factor loading, apparent
abstractness, and some youth reporting it difficult to understand.
Third, researchers should not use the GRAT-short form with
students in the 10- to 13-year age range. Although there appear to
be pros and cons with using either the GQ-6 or GAC, this study
suggests that the GQ-6 is the more psychometrically sound scale
for 10- to 13-year-olds. If researchers attempt to measure gratitude
in 10- to 13-year-olds, they should probably use both the GQ-6 and
GAC, looking for convergent findings.
The reason the GRAT-short form performed poorly in the 10- to
13-year age group relative to the GQ-6 and GAC may be due to the
cognitive and experiential limitations of preadolescents and the
items of this scale. For instance, “Although I think it’s important
to feel good about your accomplishments, I think it’s also important
to remember how others have contributed to my accomplishments”
and “Although I’m basically in control of my life, I can’t
help but think about all those who have supported me along the
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