Gratitude and Its Relationship with Self-Concept among Intermediate School Students

Abstract

Gratitude and Its Relationship with Self-Concept Among Middle School Students. The current research aims to achieve the following objectives: Measure the level of gratitude among students in grades (first / third) middle school. Determine if there are statistically significant differences at the 0.05 level on the gratitude scale based on gender (male/female). Identify whether there are statistically significant differences at the 0.05 level on the gratitude scale based on grade (first / third) middle school. Measure the level of self-concept among students in grades (first / third) middle school. Determine if there are statistically significant differences at the 0.05 level on the self-concept scale based on gender (male/female). Identify whether there are statistically significant differences at the 0.05 level on the self-concept scale based on grade (first / third) middle school. Examine the correlation between gratitude and self-concept among students in grades (first / third) middle school. The research sample comprised 248 male and female students from grades (first and third) middle school, selected through stratified random sampling from the Al-Karkh II Directorate. The researchers developed a scale to measure gratitude and self-concept, and the psychometric properties (validity, reliability) of the scales were determined. The researchers employed several statistical methods, including the independent samples t-test and Pearson correlation coefficient. The results revealed the following: Students in the first and third grades of middle school with a high level of gratitude are fewer than those with a low level of gratitude. There are statistically significant differences at the 0.05 level on the gratitude scale based on gender (male/female), with females showing higher levels of gratitude. There are no statistically significant differences at the 0.05 level on the gratitude scale based on grade (first/third) middle school. Students in the first and third grades of middle school with a high level of self-concept are more numerous than those with a low level of self-concept. There are no statistically significant differences at the 0.05 level on the self-concept scale based on gender (male/female). There are statistically significant differences at the 0.05 level on the self-concept scale based on grade, with third-grade students showing higher levels of self-concept. There is a statistically significant positive correlation between gratitude and self-concept.