Two studies examined interventions to increase the frequency of gratitude expression among college students in two large lecture classes of an Introduction to Psychology course at a large university in southwest Virginia. Both studies evaluated the impact of a writing exercise designed to increase intentions to express gratitude in a prescribed manner. In addition, participants in both studies were given one week to express gratitude to people who performed prosocial behavior. Gratitude expression was assessed by self-report on a survey administered during the psychology class. In both studies, intentions to thank another person for a kind act were significantly higher in the Intervention class than in the Control class, but self-reported expressions of gratitude were significantly higher in the Control class than in the Intervention class. This was an unexpected "countercontrol effect." Directions for future research are discussed, as well as theoretical/methodological explanations.
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