The Role of Empathy and Gratitude in NGO Schools: A Study at Diksha School in Gurgaon
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
This study explores the impact of empathy and gratitude on educational outcomes among adolescents at Diksha School, an NGO-run institution in Gurgaon, India serving students from marginalized backgrounds. A quantitative experimental design was employed, involving 69 students from grades 7 to 12. The respondents were further divided into control and experimental groups, with students from grade 7th and 12th being control group participants (N=35) and students in grade 8th and 10th being experimental group participants (N= 34). The participants in the experimental group received a structured intervention called the “Chit system” where students would list down good deeds done by their peers, and the chits directed towards the peer were read in front of the whole class once and aimed at fostering empathy and gratitude. Pre- and post-intervention assessments utilized the Toronto Empathy Questionnaire and the Gratitude Questionnaire–Six Item Form. The data were analyzed using descriptive statistics, paired t-tests, ANOVA, and regression analysis. Results indicated significant increases in both empathy and gratitude scores from pre- to post-test across groups, with the intervention group showing greater improvements in gratitude (p = .007) and a significant interaction between time and group (p = .031), highlighting the effectiveness of the intervention. Empathy scores also rose significantly (p .001), underscoring the value of targeted emotional development programs.The study concludes that integrating empathy and gratitude into educational practice can strengthen both social and emotional outcomes, offering a replicable model for other NGO schools seeking to create supportive, inclusive learning environments for disadvantaged youth.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.008 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 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 it