Parental Socialization and Gratitude Development in Children: A Systematic Review

Parental Socialization and Gratitude Development in Children: A Systematic Review | Authorea try { document.documentElement.classList.add('js'); } catch (e) { } var _gaq = _gaq || []; _gaq.push(['_setAccount', 'G-8VDV14Y67G']); _gaq.push(['_trackPageview']); (function() { var ga = document.createElement('script'); ga.type = 'text/javascript'; ga.async = true; ga.src = ('https:' == document.location.protocol ? 'https://ssl' : 'http://www') + '.google-analytics.com/ga.js'; var s = document.getElementsByTagName('script')[0]; s.parentNode.insertBefore(ga, s); })(); Skip to main content Preprints Collections Wiley Open Research IET Open Research Ecological Society of Japan All Collections About About Authorea FAQs Contact Us Quick Search anywhere Search for preprint articles, keywords, etc. Search Search ADVANCED SEARCH SCROLL This is a preprint and has not been peer reviewed. Data may be preliminary. 26 June 2025 V1 Latest version Share on Parental Socialization and Gratitude Development in Children: A Systematic Review Authors : Parvathy Viswanath 0000-0003-0218-3982 [email protected] , Aneesh Kumar , and Amrisha Vaish Authors Info & Affiliations https://doi.org/10.22541/au.175096276.60443659/v1 412 views 152 downloads Contents Abstract Supplementary Material Information & Authors Metrics & Citations View Options References Figures Tables Media Share Abstract Parental socialization is thought to be crucial in shaping children's ability to experience and express gratitude. The present article presents a systematic review to understand how parental socialization practices influence the development of gratitude in children. Following PRISMA guidelines, we identified 12 relevant empirical studies and analyzed them to address three main questions. We sought to understand how parents perceive and promote gratitude in their children, the strategies they use to foster gratitude, and the parental characteristics that predict gratitude development in children. Our findings indicate the need for more empirical studies with diverse methodologies and specific objectives to deepen our understanding of parental gratitude socialization. This systematic review contributes to a comprehensive understanding of gratitude development among children and serves as a reference for the development of interventions and educational curricula to foster gratitude among children, with parents as key socializing agents. Introduction Gratitude is a multi-faceted concept. It is considered an emotion, a moral virtue, and a character strength (Obeldobel & Kerns, 2021). As an emotion, gratitude is thought to be a positive emotion that arises from the perception that one has benefited through the kindness or good intentions of another (McCollough et al., 2002; Obeledobel & Kerns, 2021). Research on gratitude as a virtue has primarily focused on how people express gratitude behaviourally, particularly in terms of interpersonal reciprocity, or the act of intentionally repaying someone to strengthen one’s bond with them (Mendonça & Palhares, 2018; Obledobel & Kerns, 2021). Lastly, gratitude is also considered a character strength, focusing on characteristic feelings of thankfulness and gratefulness for others and things (Peterson & Seligman, 2004; Obledobel & Kerns, 2021). Gratitude has been identified as a potential protective factor for children’s well-being (McGuire et al., 2021; Hall et al., 2023). It is effective in strengthening positive emotions and improving mental health (Jans-Beken et al., 2020; Hall et al., 2023). Higher dispositional gratitude has been associated with resilience-promoting characteristics such as optimism, curiosity, purpose in life, perceived social support, and spirituality (McGuire et al., 2021). Gratitude enhances healthy relationships, prosocial behavior, and community involvement, thereby fostering happiness and life satisfaction (Layous & Lyubomirsky, 2014). It has also been reported to promote school satisfaction among children, leading to academic and social success (Verkuyten & Thijs, 2002; Froh et al., 2008; Layous & Lyubomirsky, 2014). Gratitude thus clearly begins to serve important positive functions from early in development. Yet little is known about how gratitude emerges in childhood, and in particular, the role of parental socialization on early gratitude development (Hussong et al., 2019). This is the focus of the present paper. Emotion socialization by parents or primary caregivers is significant for children’s emotional development, and is a research area that has gained increased attention (Saarni, 1999; Saarni, 2008; Hastings, 2018). Researchers have explored different aspects such as parents’ own expression and regulation of emotions (Dunsmore & Halberstadt, 1997), their beliefs and values regarding emotions, their perceived role in their children’s emotional development (Gottman et al., 1996), and their proactive and reactive behaviors towards their children’s emotions (Eisenberg et al., 1998; Malatesta-Magai, 1991). Parents provide emotional coaching to their children by valuing their emotions, accepting and acknowledging them, having discussions about emotions, and providing adequate guidance to manage them (Hastings, 2018). Research has shown that parents who provide emotional coaching to their children tend to have children with better emotional development (Denham et al., 2015; Hastings, 2018). While there has been substantial research on emotion socialization broadly, however, there is relatively limited research on how parents specifically socialize gratitude in their children (Halberstadt et al., 2016). There are different theoretical approaches that explain how parents influence their children’s emotional and behavioral development through socialization practices, and these can be applied to the socialization of gratitude as well. The social learning theory by Bandura (1971) emphasizes that people learn new behaviors through direct experiences and observing others. It involves rewarding or punishing consequences, modeling, and observational learning. The theory focuses on attention, retention, reproduction processes, and reinforcement or motivational processes. Additionally, the theory recognizes that behavior and the environment have a reciprocal influence on each other. Parental gratitude socialization can be understood through the perspective of social learning theory. Since parents spend a lot of time with their children, they have a significant influence on their behavior. Children often look up to their parents as role models and hold them in high regard (Obeldobel & Kerns, 2021). Parents can teach their children to express gratitude by modelling and reinforcing it. When parents express gratitude, children may be more likely to follow their example and develop a positive attitude towards gratitude. Parents can also teach their children about gratitude by engaging them in gratitude-related activities and providing positive reinforcement for grateful behavior. The theory of emotion socialization by Eisenberg et al. (1998a) explains how parental reactions, discussion, and expression of emotions influence children’s understanding and regulation of emotions. Parental awareness, encouragement, coaching, and niche picking are important behaviors in this process. While the theory of emotion socialization provides a comprehensive framework for understanding how parents influence children’s emotional development, it does not explicitly address the concept of gratitude. However, parents likely influence the development of gratitude through similar socialization processes as children’s understanding, expression, and regulation of emotions more broadly. Moreover, the concept of niche picking, a parental socialization strategy involving parents choosing specific activities to support their children’s emotional development, could also apply to gratitude by providing opportunities for children to experience and learn about gratitude in various contexts. By examining parental socialization behaviors through the lens of emotion socialization theory, we can gain insights into how parents foster the development of gratitude in their children and the bidirectional nature of this process. Given that the socialization of gratitude is a nascent but growing field (Hussong et al., 2019), it is important to review the existing literature to assess the current state of knowledge about parental socialization and child’s gratitude development and identify areas needing further study. Therefore, the current study aims to review and synthesize the empirical literature on parental socialization and its impact on children’s gratitude development. Based on the conceptualizations and theoretical perspectives on emotion socialization, we review relevant empirical studies that address three research questions: (1) How do parents view gratitude and perceive their role in fostering gratitude among their children? (2) What are the various parental gratitude socialization practices, and how might they influence the development of gratitude in children? (3) What are some key parental characteristics that may influence the socialization and development of gratitude in children? Following the review, we present the key findings related to each research question, gaps in the research, and suggestions for future research directions. One prior published systematic review by Obeldobel and Kerns (2021) has examined gratitude in children. That review examined studies on how the parent-child relationship is associated with children’s gratitude and how children’s gratitude is associated with their subjective and psychological well-being. Obeldobel and Kerns identified children’s and parents’ definitions and sources of gratitude, how children’s gratitude correlates with parents’ gratitude, socialization practices, child-parent attachment, parenting styles, and parental support. They also found that children’s gratitude is significantly positively correlated with life satisfaction, positive affect, and happiness. Conversely, symptoms of psychopathology were found to be negatively correlated, and there was a modest negative correlation between children’s gratitude and negative affect. Finally, they also examined gratitude intervention studies and found that an increase in gratitude leads to increased positive affect and psychological well-being. Although Obeldobel and Kerns’ (2021) review was comprehensive, it lacked a detailed exploration of parental gratitude socialization. Our review examines broader parental socialization strategies, such as modelling, reinforcement, conversations, and messages to increase gratitude and decrease ingratitude moments. Additionally, we examine existing findings on the parental characteristics that may directly or indirectly affect children’s gratitude. We also explore parents’ definitions and conceptualizations of gratitude and their perspectives on how gratitude develops in children over time, and how these perspectives influence their perceived role in socializing gratitude in their children. We begin by detailing our methodology. We followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines to conduct the systematic review, as detailed below. Then, we present the information extracted from selected papers in a tabular form. Following that, we present the findings of our review with regard to our three research questions. Next, we provide a discussion of the findings, including the status of existing literature, the implications, and research recommendations. Finally, we address the limitations of this review and conclude the paper with potential opportunities for future research. Search Strategy and Sources of Data We conducted database searches using SCOPUS, Springer, Elsevier, Taylor and Francis, SAGE, and APA PsychNet in February 2024. We did not set any restrictions on the publication year. The searches were limited by field (abstract), source type (academic journals and books), and language (English). The keywords we used were [parental gratitude OR grateful parenting OR gratitude socialization] AND [children OR gratitude development]. We included only published empirical studies that examined the socialization of parental gratitude and children’s displayed gratitude. Theoretical or review articles were excluded. We only included studies that had children as the sample group. Studies conducted with adolescents and adults were excluded. We included interventions specific to parental socialization of gratitude but excluded general gratitude interventions for adults. Our review did not consider studies that focused on the socialization of emotions or virtues other than gratitude. Tables 1 and 2 outline the keywords and inclusion criteria, respectively. [Insert table 1 here] [Insert table 2 here] The systematic review was conducted following the PRISMA guidelines. The initial search yielded 1272 articles, which were later reduced to 1260 after removing duplicates. Out of these, 70 articles were chosen after title screening. From the 70 articles, 48 were included after the abstract screening. After applying exclusion criteria, 36 articles were selected for full-text review, and finally, 12 articles were included in the final review. Figure 1 illustrates the PRISMA flowchart, indicating each step and the reasons for excluding articles. Table 3 provides the information retrieved from the included articles. [Insert figure 1 here] [Insert table 3 here] Overview of Included Studies In this systematic review, we identified 12 studies on parental socialization of gratitude among children. The studies were conducted between 2013 and 2022, with 10 conducted in the US, one in China, and one comparison study in Germany and India. Of these studies, six were quantitative survey studies, one was experimental, two were qualitative, and three were mixed methods. Eight studies were cross-sectional, and four were longitudinal with follow-up periods ranging from 1 month to 3 years. The sample sizes ranged from 101 to 496 for quantitative and 20-43 for qualitative studies. Notably, five studies used the same dataset as part of the Raising Grateful Children Project (Hussong et al., 2022; Midgette et al., 2022; Hussong et al., 2020; Hussong et al., 2019; Rothenberg et al., 2017). One study had only parents as a sample, and two had only mother-child dyads. The age of the children ranged from 19 months to 12 years, with most studies focusing on the 6-9-year age group, which was the sample used in the Raising Grateful Children Project . Key Themes Identified Three core themes emerged from our comprehensive review of the literature, highlighting (i) how parents conceptualize gratitude and their perceived role in promoting its development in their children, (ii) parental socialization strategies to foster gratitude in their children, and (iii) role of parental characteristics in the development of gratitude in their children. Parental Understanding and Conceptualization of Gratitude Four prior studies on parental gratitude explore how parents define and conceptualize gratitude and their perceived role in promoting the development of gratitude in their children. Halberstadt et al. (2016) conducted six focus group discussions to explore how parents in the USA define gratitude in their children, what they view as the opposite of gratitude, and their views on how gratitude may develop over time. The definitions provided by parents focused on the content, aspects, and time scale on which gratitude is experienced. Content focused on what children should be grateful for, and parents ascertained that children could be grateful for what they have (tangible and intangible items), what they have been given that they did not have previously, and what exists with or without their presence. Furthermore, they differentiated gratitude into three aspects: cognitive processes, emotional experiences, and behavioural instantiations. Cognitive processes include awareness that one has or has been given something for which to be grateful, awareness of another’s intention, social comparison with less fortunate others, learning from others’ perspectives, recognising the other in gratitude and the relationship between giver and recipient, and finding the silver lining in the face of challenges. Behavioural experiences include direct synonyms to gratitude (such as feeling thankful and appreciative, awe/wonder, happy, lucky and happy surprise), positive emotions, novelty-related emotions, social or unifying emotions, and emotions of completeness. Behavioural instantiations include manners such as saying “thank you” or writing notes, showing felt appreciation, and acts of generosity and sharing. Moreover, parents had varied perspectives on the time scale for gratitude, ranging from gratitude as embedded in the moment to a more sustained feeling of sufficiency and an enduring way of being. Regarding what parents viewed as the opposite of gratitude, Halberstadt et al. (2016) identified three themes from parents’ responses: assumption and a tendency to take things for granted, entitlement and expectations for things and opportunities to come to them because they were due to them, strong desires including greed or upward social comparison, and impeding emotions such as guilt, shame, worry, obligation, and indebtedness. The final question parents answered focused on their views on how gratitude may develop over time. Some parents did notice genuine gratitude in children during the first to third grades. In general, they believed gratitude develops as children’s competencies increase with age. In younger children, they notice simple affection and love, manners, and instances of spontaneous gratitude, which they consider as the precursor of further development of gratitude. Parents recollected their own lack of gratitude when they were young and how they developed it with age. They believed that their children would develop it similarly. Overall, parents believe gratitude is an internalized experience that develops over time. Parents also reported that they play a significant role in fostering and socializing the development of gratitude in children (Halberstadt et al., 2016). Ramsey et al. (2017) conducted a study in the USA to investigate how children aged 7 to 12 years and their mothers define gratitude and what their sources of gratitude are. While some defined gratitude as being thankful for people or abstract things, mothers’ definitions were generally more advanced and abstract than those of their children. However, many children and mothers had difficulty defining gratitude. On the other hand, when asked about sources of gratitude, most participants were able to respond. They expressed gratitude for advanced or abstract things like opportunities or experiences, necessities, good health, the well-being of self and others, safety and fortune, altruism, personal growth, nature, and their nation. Feeling grateful to people, material items, and religion also ranked highly. The researchers also examined whether mothers’ understanding of gratitude predicted their children’s understanding, but did not find a significant association. However, mothers’ sources of gratitude did predict their children’s sources such that children’s sources were similar to those of mothers. When mothers mentioned advanced or abstract sources, only older children reported similar sources, indicating that gratitude for advanced or abstract sources develops with age. Although not a direct examination of gratitude, the association between maternal scaffolding and children’s gratitude was also confirmed by Kärtner et al. (2016). These researchers examined how mothers in Berlin and Delhi scaffolded gift-giving to enable cultural learning in toddlers. Delhi mothers valued the social dimension more and thus prompted their children to acknowledge the giver. In contrast, Berlin mothers were more likely to encourage their children to acknowledge the gift. This indicates that toddlers’ emotional and behavioural responses to gratitude moments like gift-giving may be shaped by maternal scaffolding (Kärtner et al., 2016). Finally, O’Brien et al. (2019) studied how parents in the USA perceive gratitude and their responsibility in teaching their children to develop gratitude. They found that parents view gratitude as an essential value in children and believe that children should be grateful for their life and the things they have. Parents encourage their children to express gratitude by being polite and saying “thank you.” Furthermore, some parents believe that their children possess an intrinsic sense of gratitude that can be further nurtured by providing appropriate guidance. Overall, the existing literature on parental gratitude understanding has revealed that parents consider gratitude an indispensable value that should be instilled in their children. Gratitude is viewed as a multifaceted construct encompassing cognitive, emotional, and behavioural components and is perceived as an experience that develops gradually over time. Further, parents believe they have a crucial part to play in promoting and fostering the development of gratitude in their children. Parental Strategies for Fostering Gratitude The second category includes seven studies focusing on potential strategies parents can use to help their children develop gratitude. Research has shown that parents play a significant role in fostering gratitude development in children through their daily acts of socialization (Hussong et al., 2019). Two studies conducted in the USA (Rothenberg et al., 2017) and China (Chen et al., 2022) have identified niche selection goals and activities as effective ways to encourage gratitude in children. Grateful parents tend to use niche selection as a gratitude socialization strategy and select more gratitude-related activities for their children, and their children display gratitude more often (Rothenberg et al., 2017). This suggests that a parent’s own gratitude correlates with their socialization intentions, which are then associated with parental action and the child’s gratitude development (Rothenberg et al., 2017). Another key strategy for parental socialization is engaging children in gratitude conversations. Hussong et al. (2020) developed and implemented an online parenting program for parents in the USA. The program evaluated the impact of parent-child conversations on the formulated program effects and targeted outcomes. The program focused on events in a child’s life in which they expressed gratitude to others (gratitude moments) and missed opportunities to express gratitude. The program effects included parents’ behavioural intentions, confidence, and knowledge uptake, while targeted outcomes included parents’ use of gratitude conversation strategies, parents’ socialization behaviours, and children’s gratitude moment trends. The findings highlighted that children’s gratitude increases when parents use more effective conversation strategies. Specifically, when discussing gratitude moments, parents could use a CARE approach, which includes remaining child-oriented in body language and focus, asking open-ended questions to encourage child participation, relating what children say to their past experiences to reinforce messages, and expressing pleasure at prior behaviour or current engagement to reward children (Hussong et al., 2020). When discussing missed opportunities, parents could use a SHARE approach, which includes sharing their thoughts and feelings to help children engage in perspective-taking, ensuring their words are appropriate in tone and developmental level so children can understand them, avoiding pitfalls such as shaming, blaming, accusing, and punishing children, letting children explain their own experiences, and exiting the conversation to avoid lecturing (Hussong et al., 2020). However, the overall impact of Hussong et al.’s (2020) program on children’s gratitude was only modest, as there were no significant differences observed between the gratitude levels of the program and wait-list control families. Nevertheless, the program did increase parents’ intentions to have gratitude conversations with their children, and parents’ knowledge uptake improved. However, the parents’ confidence in having these conversations decreased after the initial implementation of the program. Researchers attributed this to the parents’ realization that conversational skills between parents and children are more challenging than expected, and confidence could only increase through skill mastery. The post-test of the experiment was conducted 5 weeks after the baseline, which may not have been sufficient time for parents to experience and master these skills and for any effects of the program to be evident in the children’s gratitude (Hussong et al., 2020). Therefore, more longitudinal studies with longer durations are required to draw conclusive results. In a similar context, Midgette et al. (2022) identified that gratitude conversations between parents and children in the USA play a positive role in children’s gratitude development. Likewise, Langley et al. (2021) examined the impact of parent-child conversations on a child’s memory of gratitude-related events. The researchers identified that positive emotional talk, elaborative style, less behavioural correction, and more facilitation of gratitude understanding increase a child’s recall of gratitude-related moments, which fosters their gratitude development. Lastly, Hussong et al. (2022) examined whether parents’ responses to their children’s ingratitude predict children’s later gratitude development. The findings indicated that more frequent distress reactions, and less frequent punishing, instruction, and give-in responses to ingratitude moments were associated with increases in children’s gratitude later in development. Overall, the above studies suggest that the most robust strategy parents can use to foster gratitude in their children is through gratitude conversations. Studies have examined how different conversational strategies parents use could reinforce and foster gratitude in children. Another strategy examined by previous researchers includes niche selection goals and activities that could act as social models and provide opportunities for children to strengthen and internalize gratitude. Together, these studies provide empirical support for the impact of parental socialization on gratitude development among children. The Role of Parental Characteristics in Gratitude Socialization The third category includes six studies that examined various parental characteristics as predictors and moderators of the association between parental socialization acts and children’s gratitude development. Three studies examined the role of psychographic variables, including parents’ life satisfaction, hope, personality, optimism, and sensitivity. The earliest study on parental gratitude socialization was conducted by Hoy et al. (2013) in the USA. The researchers assessed the relationship between parents’ hope, life satisfaction, and their children’s gratitude. The findings indicated that parents’ life satisfaction has a significant positive association with children’s gratitude, whereas hope has no association. Another study in the USA by Rothenberg et al. (2017) examined the role of parents’ personality and optimism on a child’s displayed gratitude. None of the factors were found to have a direct effect. However, parents with higher optimism and extroverted personality were found to have increased niche selection goals, thus increasing their niche selection activities and children’s gratitude. Thus, both factors had an indirect effect. In other work, researchers assessed whether parental positivity and sensitivity predict parents’ responses to a child’s ingratitude moments (Hussong et al., 2022). The researchers found that when parents have a positive attitude, it reduces self-blame and distress and decreases their tendency to give in to children’s ingratitude. It also increases their likelihood of providing appropriate instructions when faced with their child’s ingratitude. On the other hand, parental sensitivity leads to more ”let-it-be” reactions, where parents believe that their children will eventually outgrow ingratitude. Sensitivity can also increase parental distress and punishment responses. Moreover, Hussong et al. (2022) found that a child’s gratitude increases with increases in distress reactions, punishment, give-in, and let-it-be responses in ingratitude moments. Thus, it could be inferred that parental positivity and sensitivity have mixed influences on a child’s gratitude. Three studies examined the influence of parents’ demographic factors on children’s gratitude. O’Brien et al. (2019) hypothesized that the education level of parents in the USA is associated with an increase in children’s perceived help and gratitude. The researchers found that parents with a higher education level have an increased perception of help received from others. However, parents’ perceived help does not significantly predict their child’s gratitude. Similarly, Chen et al. (2022) found no differences in Chinese children’s gratitude based on parents’ education level. Furthermore, parents’ SES, family income, and marital status (married, divorced, separated, or cohabiting) were not found to have any impact (Rothenberg et al., 2017; O’Brien et al., 2019; Chen et al., 2022). These findings suggest that parents’ education level may not influence their children’s gratitude. The only demographic factor that is found to be significant is parents’ religious involvement. Religiously involved parents have increased opportunities to utilize niche selection and gratitude socialization, which could facilitate gratitude development among children (Rothenberg et al., 2017). Overall, we see mixed results in the influence of parental characteristics on socialization and the development of gratitude among children. Apart from parents’ life satisfaction and religious involvement, no parental characteristics are found to have any direct effect on children’s gratitude. Optimism and extroversion may have an indirect effect by influencing niche selection goals. Parental sensitivity and positivity have a mixed impact on how parents respond to ingratitude moments in children, which can have both positive and negative influences on subsequent gratitude development. However, the evidence is limited. Since studies on parental gratitude socialization are considerably fewer, the existing support is insufficient to draw strong conclusions about either the significant or non-significant factors. Thus, more studies are required to examine the direct and indirect effects of various parental characteristics on children’s gratitude development. Discussion The overarching objective of this systematic review was to analyze existing empirical evidence to better understand the role of parental socialization practices in children’s gratitude development. This review covered 12 studies that used quantitative, qualitative, or mixed-method designs. The studies focused on three main themes: (i) how parents conceptualize gratitude and their perceived role in promoting its development in their children, (ii) parental socialization strategies to foster gratitude in their children, and (iii) parental characteristics that can influence the development of gratitude in their children. This comprehensive perspective on parental socialization reveals the multifaceted roles parents play in cultivating gratitude in their children. Despite the relatively limited number of studies, the extant work provides valuable insights into how parental behaviours and characteristics influence children’s gratitude development. The key findings from the reviewed studies and implications for future research directions are discussed below. Sample and Context. We found quantitative and qualitative evidence that supported the role of parental socialization in a child’s gratitude development. However, we caution that only a limited number of studies are available, and therefore, this evidence should be considered preliminary. Moreover, it is notable that most articles on gratitude development and parental socialization are based on two research projects: the Raising Grateful Child Project and Expanding the Science and Practice of Gratitude Project . These studies were conducted on privileged groups of families in the United States (Halberstadt et al., 2016; Hussong et al., 2019). However, gratitude socialization and development likely differ depending on social, cultural, and economic backgrounds (Langley et al., 2021). Perceptions, experiences, and expressions of gratitude may vary significantly among individuals from different Western and Eastern countries and those from higher and lower socio-economic backgrounds. To our knowledge, only two studies have been conducted in Eastern contexts. One of these studies, conducted by Kärtner et al. (2016) as a cross-cultural study in Berlin and Delhi, focused on how mothers scaffold gift-giving to enable cultural learning in toddlers. Although the study did not cover gratitude in a broader context, the researchers did find important differences across cultures, such as Berlin mothers encouraging their children to acknowledge the gift and Delhi mothers prioritizing relational goals and encouraging children to acknowledge the giver. The second study (Chen et al., 2022) focused on parental socialization and the development of children’s appreciation in the Chinese context. Although the study primarily focused on appreciation, the researchers did measure gratitude as well. These studies present a strong foundation for further research on parental gratitude socialization in Eastern cultures. It is important to conduct more extensive research in Eastern countries and comparative studies across cultures to gain a comprehensive understanding of how parental socialization influences the development of gratitude in children. Future studies could explore various parental practices in Western and Eastern cultures, as well as how children in these cultures respond to gratitude. Additionally, it would be beneficial to investigate how gratitude education extends to schools, teachers, and other influential figures. Research design. Of the 12 studies reviewed, only four utilized a longitudinal design. Among these, the majority had relatively short follow-up periods (one month), with only one study extending to a 3-year follow-up and another to 1.5 years. Given the nature of positive psychological concepts such as gratitude, which may require time to be effectively internalized and practiced, longer follow-up periods are essential to accurately assess the impact and endurance of parental socialization strategies on a child’s gratitude development. Therefore, future research should prioritize conducting longitudinal studies with extended follow-up periods (Midgette et al., 2022). In addition, how parents show gratitude to their children and others may be influenced by changes in their life circumstances. These changes may, in turn, affect their expectations and socialization strategies (Hussong et al., 2022). It will be important to explore how these changes in gratitude socialization by parents impact the development of a child’s gratitude. Gratitude socialization as a bi-directional process. The literature on the bi-directional influences of parental socialization and children’s gratitude development is limited. Hussong et al. (2019) examined how parents’ socialization behaviors on one day affected the display of gratitude by children on the next day and how this, in turn, affected parents’ socialization behaviours on the following day. However, they found that this association was only present within each day and did not carry forward to the next day. The study only lasted for seven days, which may not have been long enough for bidirectional effects to occur. Even if children’s gratitude does not affect their parents’ behavior in the short term, it could have strong reciprocal effects on parents in the long term. If a child does not display gratitude despite constant socialization efforts by parents, the parent’s interest in continuing those efforts may diminish. However, both the social learning theory (Bandura, 1971) and emotion socialization theory (Eisenberg, 1998) support the idea that parental socialization and a child’s emotional development are interdependent. The broad literature on parental emotion socialization also supports the idea that this relationship is bi-directional. Children actively participate in their own emotion socialization, and their emotions, thoughts, and actions can influence their parents’ emotions, thoughts, and actions (Saarni, 1999; Hastings, 2018). Future studies could examine these bidirectional associations in greater detail through longitudinal designs. Parents’ and children’s perspectives of gratitude. Most of the studies reviewed here measured the association between gratitude socialization and children’s perceived gratitude using self-report measures. However, these could be biased as parents’ perceptions may be subjective. For instance, parents who have high levels of gratitude may also have higher expectations of gratitude from their children, leading to the perception that their children show low gratitude, whereas parents who have lower gratitude themselves may have fewer expectations from their children and may thus report high levels of gratitude in their children even when their children show negligible gratitude. Alternatively, parents who have high levels of gratitude may easily detect their children’s expressions of gratitude, whereas those who have lower gratitude may not (Hussong et al., 2019). Rothenberg et al. (2017) also highlighted this issue in their work on niche selection and socialization. They suggested that the importance of gratitude to parents increases their attention to their children’s grateful acts. This, in turn, encourages parents to reward their children and reinforce such moments by engaging in more gratitude-related niches. Given the complexity of such influences, future studies should focus on measuring children’s gratitude through their own reports or direct observations (see, e.g., Beeler-Duden & Vaish, 2020; Vaish & Hepach, 2020). This can then be compared or combined with parents’ reports to obtain a more accurate measure of children’s expression of gratitude and to examine how much parents notice and reinforce it. Such studies could have significant implications for parent-child socialization interventions. Moreover, it is crucial to assess a child’s level of gratitude from both the perspective of the parents and the child. Sometimes, parents may assume that certain situations are positive and expect their child to express gratitude. However, the child may have a completely different emotional experience in those situations. For instance, the child might feel tired or uncomfortable, or the situation might not align with the child’s own goals or expectations (Midgette et al., 2022). It is also possible that the child is grateful but not explicitly expressive. Future research should aim to understand why children may exhibit ingratitude in some situations and whether their perceptions of positive experiences align with those of their parents. In addition, future studies can investigate conversations about gratitude in which children are asked to discuss with their parents situations where they felt their parents were grateful or ungrateful. Such studies would provide a more detailed understanding of both children’s and parents’ perspectives and help measure gratitude as a two-way process. Parental gratitude socialization strategies. Although research is available on various parental strategies that can help foster a child’s gratitude, most of these studies have not been replicated or expanded upon. As a result, the findings of these studies lack conclusiveness. To obtain more comprehensive conclusions, these strategies should be evaluated in different samples and contexts. Furthermore, as suggested by Rothenberg et al. (2017), studies could investigate the impacts of employing several socialization strategies in combination to promote a child’s gratitude development. Studies can also assess how differences within a strategy could affect a child’s development of gratitude. For example, do different types of niche selection activities, gratitude messages, or ingratitude moments chosen for conversations have differential effects? Additionally, longitudinal studies could examine whether the same socialization strategy should be used across development or whether the strategies should be changed as the child develops to be most effective. A further interesting area of research is investigating how parents with different expressions of gratitude socialize gratitude in their children. There are at least three ways in which gratitude can be expressed: verbal gratitude, concrete gratitude, and connective gratitude. Verbal gratitude is simply saying ”thank you” without necessarily feeling genuine gratitude. Concrete gratitude involves reciprocating with something valuable to the beneficiary, which may not necessarily benefit the benefactor. Connective gratitude involves establishing a spiritual connection with the benefactor and may involve reciprocating something valuable or expressing profound feelings of respect and friendship (Freitas et al., 2011). Studies could examine the different types of gratitude expressions employed by parents and whether these predict children’s development and expression of gratitude. Moreover, how parents teach their children about gratitude can vary depending on their perception of its developmental trajectory. Some parents who prioritize good manners may focus on making their children comply. In contrast, others who believe they can actively help their children develop gratitude may model and reinforce it more. Furthermore, how long parents believe they must guide their children and when they expect them to become independent may influence how they teach gratitude. Future research should investigate and address these differences to effectively support parents in fostering their children’s gratitude development and socialization (Halberstadt et al., 2016). Moreover, parents hold different expectations regarding their children’s expression of gratitude, shaped by their values and goals. Some parents acknowledge that expressing gratitude is a complex cognitive process that may take time to develop, especially for younger children. Parental expectations are influenced by several factors, such as the balance between developmental, autonomous and relational socialization goals (Kartner et al., 2016). Future research could look deeper into the values and goals of parents and how they align with their gratitude expectations and socialization strategies with their children (Halberstadt et al., 2016). Distinguishing gratitude from appreciation. Chen et al. (2022) raised an intriguing question regarding the conceptualization and operationalization of gratitude in research. Existing studies and measurement tools for gratitude often overlap with appreciation, blurring the distinction between these two concepts. Other researchers have also emphasized the ambiguity in defining gratitude and appreciation and have called for a more sophisticated definition of gratitude (Tudge & Freitas, 2018; Merçon-Vargas et al., 2018). Appreciation, as opposed to gratitude, is argued to not be based on morality. Individuals can feel positively about a wide range of benefits and benefactors, yet describing someone as unappreciative does not carry the same moral criticism as showing a lack of gratitude (Freitas et al., 2022). Thus, it is important for researchers to critically examine the differences between gratitude and appreciation and identify the unique characteristics of gratitude. More generally, future research should explore how gratitude is distinct from other positive emotions and attitudes and develop precise measurement tools to assess gratitude accurately. Addressing this fundamental question could improve our understanding of gratitude and enhance discussions in this field. Theoretical Approaches. Across the reviewed studies, we observed some references to the social learning and emotion socialization theories. Three studies have used insights from the social learning theory to explore parents’ role in gratitude socialization. O’Brien et al. (2019) examined parents’ feelings of responsibility to teach and encourage their children to develop gratitude. They also examined whether parents’ gratitude is associated with their child’s gratitude. According to their findings, parents act as role models for their children by expressing gratitude, and children’s gratitude is based on what they learn from their parents. Langley et al. (2021) investigated how parent-child conversations correlate with children’s memory of gratitude-related events. They studied the effects of parents’ elaborative reminiscence talk, emotional talk, behavioral correction, and facilitation of gratitude understanding while discussing gratitude and missed opportunities. They found that behavioral correction and negative emotional talk often have punitive consequences. In contrast, elaborative talk, positive emotional talk, and facilitation of gratitude understanding reinforce a child’s gratitude development. Lastly, Chen et al. (2022) examined the association between parents’ own appreciation and their children’s appreciation. They found that parents’ own appreciation directly and positively relates to their children’s appreciation in an eight-month follow-up. Parents with a higher appreciation level may engage in appreciative behaviors more frequently. This can create an environment where children learn to appreciate things more easily, as they see their parents acting as models for appreciation. These parents may also be more expressive of their appreciation, which can lead children to imitate and learn from their behavior. Although the study was on appreciation and the researchers conceptualized it differently from gratitude, it offers a strong foundation for exploring how parents socialize their children in gratitude through social learning theory. Two studies have explored how parents socialize gratitude in their children by using the framework of emotion socialization theory. Rothenberg et al. (2017) and Hussong et al. (2020) focused on niche selection. These studies investigated how parents’ niche selection goals and activities contribute to the development of gratitude in children. Hussong et al. (2020) also looked at how parents respond to their children’s expressions of gratitude and missed opportunities, providing valuable insights into the role of parental behaviors in shaping children’s emotional experiences. Further, the bidirectional influence of children’s emotions on parental socialization is another concept discussed in the emotion socialization theory. Hussong et al. (2019) employed this concept in their examination of how parental socialization behaviors on one day affected the display of gratitude by children the following day, and vice versa. These studies demonstrate how the theory of emotion socialization can help shed light on the role of parental socialization practices on children’s gratitude development. Thus, integrating social learning theory and emotion socialization theory into the discussion of parental gratitude socialization provides a robust foundation for understanding the processes underlying parent-child interactions in shaping a child’s gratitude development. Despite the prominence of these theories, only a limited number of studies make explicit reference to them. Further exploration of these theoretical frameworks in empirical research can help us better understand the processes involved in parental gratitude socialization and its impact on a child’s gratitude development. By connecting theoretical perspectives with empirical findings, researchers can develop more comprehensive models of parental socialization practices and their effects on children’s gratitude development. Limitations Although this review contributes to the gratitude literature, there are some limitations to consider. We specifically focused on parental socialization and its impact on a child’s gratitude development. We reviewed studies investigating how parents understand and conceptualize gratitude, what strategies they use to socialize gratitude in children, and what parental characteristics influence gratitude development. However, we did not assess the literature on the role of other significant people in a child’s life, such as teachers, peers, or other family members. Future reviews should examine those relationships to provide a more comprehensive picture of the environmental influences on a child’s gratitude development. Additionally, we only included studies that focused on children as the target population and excluded parental socialization and gratitude expression among adolescents and youth. Future reviews could consider existing literature on those populations to identify similarities and differences in how parents influence an individual’s gratitude development at various stages of life. Furthermore, the inclusion criteria of this review only focused on studies published in English, which may have resulted in language bias and excluded relevant studies conducted in other languages. Further, the variability in study designs, methodologies, and outcome measures among the included studies made it challenging to synthesize the findings and may limit the generalizability of the results. Lastly, it is important to remember that the results of this review are based on the available evidence and are subject to the limitations and biases present in the included studies. Despite these limitations, this systematic review provides a comprehensive overview of the current state of knowledge on parental socialization of gratitude and suggests potential areas for future research. jabbrv-ltwa-all.ldf jabbrv-ltwa-en.ldf Conclusion Parents are critical socialization agents in their children’s social-emotional development, and this is undoubtedly true for children’s gratitude development as well. It is thus critical to understand how parents’ behaviors, attitudes, and socialization strategies may promote their children’s experiences, expressions, and understanding of gratitude. The present systematic review synthesized the existing literature on parental gratitude socialization and its impact on the development of gratitude in children. We analyzed 12 empirical studies that addressed how parents perceive and promote gratitude in their children, the strategies they use to foster gratitude, and the parental characteristics that can influence the development of gratitude in children. Integrating the findings, we concluded that the evidence thus far suggests that parental gratitude socialization does play a role in children’s gratitude development, but more empirical studies are required to gain a comprehensive understanding of the associations, their strength, and the mechanisms. To achieve this, future studies should focus on refining the operationalization of gratitude and examining how effective different parental practices are in fostering gratitude in children, as well as how multiple practices can be used together to achieve the best results. Additionally, we call for further research on how various parental characteristics may influence children’s gratitude. As with all aspects of development, gratitude socialization is a two-way process and it is critical to examine children’s gratitude and parental socialization practices from that perspective. Furthermore, cross-cultural studies and considering diverse socio-economic backgrounds in research design will enrich our understanding of gratitude socialization. Lastly, we emphasize the importance of conducting longitudinal studies to trace the developmental trajectory of gratitude over time. By addressing these research gaps, we can advance our understanding of parental gratitude socialization and its profound implications for child development. Conflict of Interest Disclosures The authors report that there are no competing interests to declare. Funding Details No funding was received for the study. jabbrv-ltwa-all.ldf jabbrv-ltwa-en.ldf References Bandura, A. (1965). Influence of models’ reinforcement contingencies on the acquisition of imitative responses. 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School satisfaction of elementary school children: The role of performance, peer relations, ethnicity, and gender. Social Indicators Research, 59 , 203–228. https://doi.org/10.1023/A:1016279602893 Supplementary Material File (figure.docx) Download 33.46 KB File (tables.docx) Download 19.70 KB Information & Authors Information Version history V1 Version 1 26 June 2025 Copyright This work is licensed under a Non Exclusive No Reuse License. Keywords child development emotion socialization gratitude parent-child relationships systematic review Authors Affiliations Parvathy Viswanath 0000-0003-0218-3982 [email protected] Christ University Trust View all articles by this author Aneesh Kumar Christ University Trust View all articles by this author Amrisha Vaish University of Virginia Department of Psychology View all articles by this author Metrics & Citations Metrics Article Usage 412 views 152 downloads .FvxKWukQNSOunydq8rnd { width: 100px; } Citations Download citation Parvathy Viswanath, Aneesh Kumar, Amrisha Vaish. Parental Socialization and Gratitude Development in Children: A Systematic Review. Authorea . 26 June 2025. DOI: https://doi.org/10.22541/au.175096276.60443659/v1 If you have the appropriate software installed, you can download article citation data to the citation manager of your choice. Simply select your manager software from the list below and click Download. 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