Probing the Interplay Among Gratitude, Motivation to Learn Science and General Well‐Being in STEM Students: A Humanistic Outlook

ABSTRACT The role of positive psychological traits and motivational elements—such as gratitude, well‐being and enthusiasm for learning science—has not been widely explored within STEM (Science, Technology, Engineering and Mathematics) education. In particular, researchers still lack a clear understanding of how these factors interact and what their combined effects imply for developing humanistic theories of learning in STEM settings. This study aims to fill that gap by examining how gratitude relates to motivation and how both contribute to the overall well‐being of students studying STEM subjects. Using a cross‐sectional design, data were gathered from 688 university students in China, and the reliability of the measurement tools was confirmed before the study. The findings revealed strong correlations among gratitude, motivation for learning science and general well‐being. Moreover, both gratitude and motivation emerged as important predictors of well‐being among STEM learners. The results highlight the value of integrating a humanistic perspective into STEM education and provide meaningful guidance for policymakers, educators and instructors who want to support students' gratitude, motivation and overall well‐being.