Prior studies have shown that gratitude is a catalyst of well-being and desirable psychological outcomes. The academic benefits of gratitude, however, remains underexplored in school contexts. This research builds on previous research integrating gratitude interventions with educational technology via evaluating the impacts of a Facebook-based gratitude intervention on academic motivation and engagement among selected Filipino high school students using a sequential explanatory mixed-methods design. In the quantitative phase of this research, results showed that students who were assigned to the intervention condition had higher scores than those in the control condition, on autonomous motivation, controlled motivation, and cognitive engagement. In the follow-up qualitative phase, findings indicated that Facebook-based gratitude intervention increased such learning outcomes because this interventioncould promote social support, motivation, positive thinking, and desire to pay back parents and other significant people. Taken together, this research suggests that designing online gratitude intervention via social media platform can boost positive learning processes and outcomes.

先前的研究表明，感恩是幸福和理想心理结果的催化剂。然而，在学校环境中，感恩在学术上的好处仍未得到充分探索。本研究建立在先前将感恩干预与教育技术相结合的研究的基础上，通过使用顺序解释性混合方法设计评估基于 Facebook 的感恩干预对选定菲律宾高中生的学业动机和参与度的影响。在本研究的定量阶段，结果表明，被分配到干预条件下的学生在自主动机、受控动机和认知参与方面的得分高于控制条件下的学生。在后续定性阶段，研究结果表明，基于 Facebook 的感恩干预增加了这种学习成果，因为这种干预可以促进社会支持、动机、积极思考以及回报父母和其他重要人物的愿望。总的来说，这项研究表明，通过社交媒体平台设计在线感恩干预可以促进积极的学习过程和成果。