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The Impact of Gratitude Journaling in the Classroom

NCT07061483 · Status: COMPLETED · Phase: NA · Type: INTERVENTIONAL · Enrollment: 234

Last updated 2025-07-15

No results posted yet for this study

Summary

The objective of this study is to explore the potential benefit of gratitude journaling for students in grades 6-12 and their teachers. Specifically, the investigators seek to determine if the process of gratitude journaling decreases stress, student absenteeism, and teacher burnout, while increasing gratitude, optimism, and a sense of belonging.

Conditions

  • Healthy

Interventions

BEHAVIORAL

Experimental (Gratitude Journaling)

60-Day Gratitude Journaling With Guided Prompts

BEHAVIORAL

Control (journaling without gratitude)

60-Day Journaling Without a Gratitude Focus

Sponsors & Collaborators

  • Michael Rhoads

    lead OTHER

Principal Investigators

  • Michael Rhoads, PhD · Colorado Mesa University

Study Design

Allocation
RANDOMIZED
Purpose
TREATMENT
Masking
SINGLE
Model
PARALLEL

Eligibility

Min Age
9 Years
Max Age
18 Years
Sex
ALL
Healthy Volunteers
Yes

Timeline & Regulatory

Start
2024-08-12
Primary Completion
2024-12-13
Completion
2024-12-13

Countries

  • United States

Study Locations

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Read the full study record

This page highlights key information. For complete eligibility criteria, study locations, investigator contacts, and the full protocol, visit the original record on ClinicalTrials.gov.

View NCT07061483 on ClinicalTrials.gov