Academic adjustment and gratitude in college students: a first-hand evidence from a psychological perspective

Abstract

Gratitude is defined as a sense of abundance, the appreciation of little things in life, and the appreciation of what others have done for us. Studies related to gratitude are predominantly related to well-being, happiness, and life satisfaction. A sense of gratitude is helpful for college students in multiple ways, particularly in their academic life, through appreciation from their teachers and friends. However, the mechanism which explains whether academic adjustment leads to the development of gratitude or vice-versa is empirically undiscovered. We attempt to unlock the potential of developing the virtue of gratitude and academic adjustment to see how they influence each other. With the help of the Gratitude Questionnaire-6 (GQ-6) and College Adjustment Scale, we collected data from various college students (N = 83). Results utilizing a correlational research design highlight that gratitude helps in academic adjustment or that attaining academic adjustment leads to the development of gratitude among college students. Implications from this research can help implement meaningful interventions that can potentially enhance academic achievement, gratitude, or both depending upon their operational dynamics.