The Mediating Role of Gratitude in the Link Between Parental Warmth and Subjective Well-being in Youth
Bibliographic record
Abstract
Objective: This study aimed to investigate the mediating role of gratitude in the relationship between perceived parental warmth and subjective well-being among adolescents. Methods and Materials: A descriptive correlational research design was employed, involving 412 adolescents aged 15–18 years from secondary schools across Georgia. Standardized instruments were used to assess parental warmth (Parental Acceptance-Rejection Questionnaire – Warmth/Affection subscale), gratitude (Gratitude Questionnaire–Six-Item Form), and subjective well-being (Satisfaction with Life Scale). Data were analyzed using SPSS-27 for descriptive statistics and Pearson correlation, and AMOS-21 for Structural Equation Modeling (SEM). Assumptions of normality, linearity, and multicollinearity were confirmed prior to analysis. Findings: Descriptive analysis indicated relatively high mean scores for parental warmth (M = 67.42), gratitude (M = 34.57), and subjective well-being (M = 27.68). Pearson correlation coefficients revealed significant positive associations between all variables: parental warmth and gratitude (r = .48, p < .001), parental warmth and subjective well-being (r = .41, p < .001), and gratitude and subjective well-being (r = .56, p < .001). The structural model showed good fit indices (χ²/df = 2.08, CFI = 0.97, RMSEA = 0.051). SEM results confirmed that gratitude significantly mediated the relationship between parental warmth and subjective well-being. The direct path from parental warmth to well-being was also significant (β = 0.26, p < .001), as was the indirect path through gratitude (β = 0.25, p < .001). Conclusion: The findings support a robust mediation model, demonstrating that gratitude plays a crucial intermediary role in linking parental warmth to adolescents’ subjective well-being. These results underscore the importance of fostering both supportive parenting and gratitude practices to enhance psychological well-being in youth.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.005 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".