Gratitude and Its Relationship to Resilience and Academic Performance among University Students

Abstract

This study examines the relationship between gratitude, resilience, and academic performance among students of a public university in Malaysia. One hundred and forty-six samples were obtained through a simple random technique (N=235). The survey employed GQ6 (Gratitude Questionnaire), Brief Resilience Scale (BRS), and self-reported grade-point average (GPA) as its measurement tools. Correlation analysis shows that gratitude has a high positive relationship with resilience and academic performance. Findings from the study support those of previous studies about the importance of gratitude in improving student’s psychological resilience and academic performances. The study suggests that adopting a sense of gratefulness and appreciation helps students overcome challenges in their educational journey at university.

Parent–Child Relationships and Academic Performance of College Students: Chain-Mediating Roles of Gratitude and Psychological Capital

“…The results verified H2 that gratitude exerted a partially mediating role between parent-child relationships and the academic performance of college students, consistent with the results of previous studies ( Li et al, 2021 ; Obeldobel and Kerns, 2021 ; Zainoodin et al, 2021 ). It suggests that a positive parent–child relationship is an essential context for developing individual gratitude, stimulating positive life orientations in college students and promoting their focus on the good things in life, thus generating positive motivation and ultimately resulting in good academic performance.…”

“…In addition, the parent–child relationship is an antecedent variable of psychological capital and significantly and positively impacts the individual psychological capital ( Kwok et al, 2015 ; Chen et al, 2017 ; Nolzen, 2018 ; Carmona-Halty et al, 2020 ; Choi, 2021 ). Recent studies have reported that gratitude and psychological capital allow students to cope positively with their study and life; these are critical for college students ( Du and Chen, 2021 ; Maykrantz et al, 2021 ; Wang et al, 2021 ; Zainoodin et al, 2021 ). Individuals with high gratitude and psychological capital levels have better academic performance ( Sevari and Farzadi, 2018 ; Carmona-Halty et al, 2019 ; Martínez et al, 2019 ; Clarkson, 2020 ; Slåtten et al, 2021 ; Zainoodin et al, 2021 ).…”

“…Recent studies have reported that gratitude and psychological capital allow students to cope positively with their study and life; these are critical for college students ( Du and Chen, 2021 ; Maykrantz et al, 2021 ; Wang et al, 2021 ; Zainoodin et al, 2021 ). Individuals with high gratitude and psychological capital levels have better academic performance ( Sevari and Farzadi, 2018 ; Carmona-Halty et al, 2019 ; Martínez et al, 2019 ; Clarkson, 2020 ; Slåtten et al, 2021 ; Zainoodin et al, 2021 ). Furthermore, previous studies have frequently explored gratitude and psychological capital as important mediating variables ( Yang, 2018 ; Carmona-Halty et al, 2020 ; Ling et al, 2020 ; Li et al, 2021 ).…”

“…The concept of gratitude states that it is not only a positive life orientation but also tends to promote individuals’ motivation and behavior to generate feedback ( Wood et al, 2010 ; Obeldobel and Kerns, 2021 ). Research has reported gratitude as an essential personal factor in assisting college students to cope with study and life more positively ( Zainoodin et al, 2021 ). Gratitude motivates individuals to continuously improve themselves and make progress ( Armenta et al, 2017 ).…”

“…In addition, previous studies have confirmed that gratitude promotes students’ academic engagement and thus academic output ( Wen et al, 2010 ; Yu, 2015 ). This is a significant predictor of academic performance in college students ( Sevari and Farzadi, 2018 ; Clarkson, 2020 ; Zainoodin et al, 2021 ). According to the Social Cognitive Theory, environmental factors influence behavior by affecting personal factors ( Bandura, 1986 ).…”