English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

Signature strengths, such as gratitude, can assist students in navigating the demanding first-year experience. However, more research is needed to explore the role of gratitude in relation to cognitive benefits for students. This article reports on a constructivist grounded theory study that exploredSouth African studentsâ€™ conceptions and enactments of gratitude with regard to their learning efforts.Â  Qualitative data were collected in individual open-ended interviews (n = 22, age-range = 18â€‘23) and analysed using three interdependent coding phases (initial coding, focused coding and theoretical coding). The resultant grounded theory was titled â€˜Thanks: Gratitude and learning resilience amongstfirst-year university studentsâ€™. The findings revealed that gratitude could take many forms and has a positive qualitative impact on studentsâ€™ learning resilience, and that gratitude and learning resilience are emancipatory in nature. Limitations and areas for further research conclude the discussion.

Towards a Learning Mindset: First-Year University Studentsâ€™ Qualitative Perspectives on Gratitude in the Context of Learning Effort