Thankful Season: New Study Examines the Comparative Effectiveness of Gratitude Interventions for College Students

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Tolcher, K., Cauble, M., & Downs, A. (2024). Evaluating the effects of gratitude interventions on college student well-being. Journal of American College Health, 72(5), 1321–1325.

Introduction

Gratitude practices present as a promising approach to improving well-being by counteracting negativity bias and fostering a balanced perspective on life. There are however mixed results for the effectiveness of such interventions. Tolcher and colleagues (2024) evaluate the efficacy of three distinct gratitude interventions—Three Good Things Journaling, Hand Over Heart Reflection, and App-Prompted Hand Over Heart Reflection—compared to a free journaling control group, among college students over eight weeks.

Methods

132 students (73.7% female, 61.1% White) from a private university in the Pacific Northwest, were randomly assigned to one of the following groups:

  • Three Good Things Gratitude Journaling: Writing three things they were grateful for daily.
  • Hand Over Heart Reflection: Placing their hand over their heart and focusing on gratitude twice daily.
  • App-Prompted Hand Over Heart Reflection: Using a custom app to prompt gratitude practice with visual and sensory cues.
  • Free Journaling Control Group: Writing about any topic daily.

Participants ranged in age from 18 to 24 years and were primarily psychology students receiving course credit.

Baseline and post-intervention measures were collected, including validated scales for well-being, life satisfaction, happiness, gratitude, resilience, and mental health indicators like stress, anxiety, and depression.

Results

  • Well-Being Improvements: Participants in all gratitude intervention groups showed significant increases in well-being compared to the control group.
  • Three Good Things Group: Reported the most substantial benefits, including increases in happiness, resilience, and frequency of gratitude practice, alongside reductions in stress, anxiety, and negative affect.
  • Hand Over Heart Reflection Groups: Both traditional and app-prompted practices led to improved well-being, with notable reductions in stress and anxiety. However, the app-prompted group had a smaller sample size, limiting statistical power.
  • Control Group: Demonstrated no improvements, with a significant decline in gratitude scores over time.

Discussion

The findings underscore the effectiveness of gratitude interventions in enhancing well-being and reducing stress among college students. Gratitude journaling yielded the most pronounced benefits, suggesting that structured, reflective practices may be particularly impactful. However, limitations, including sample homogeneity and variability in adherence, warrant further research to generalize findings and explore the role of technology-enhanced interventions.

Implications for Mentoring Programs

  • Skill Building: Teaching gratitude practices equips mentees with practical tools for stress management and emotional regulation.
  • Customizability: Programs can adapt gratitude practices to suit individual or cultural preferences, enhancing inclusivity.

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