Available via license: CC BY-NC-SA 4.0
Content may be subject to copyright.
Journal of Cognitive Sciences and Human Development. Vol.7(2), September 2021
145
Gratitude and Its Relationship to Resilience and Academic
Performance among University Students
Nailah Najwa Zainoodin1, Ida Juliana Hutasuhut2*, Mohamad Azhari Abu Bakar3 &
Nurul Wardhani ⁴
1,2,3Faculty of Cognitive Sciences and Human Development, Universiti Malaysia Sarawak,
Sarawak, Malaysia.
4Faculty of Psychology, University of Padjadjaran, Bandung, Indonesia.
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.
Keywords: gratitude, resilience, academic performance, positive emotion
ARTICLE INFO
Email address:hijuliana@unimas.my (Ida Juliana Hutasuhut)
*Corresponding author
https://doi.org/10.33736/jcshd.3808.2021
e-ISSN: 2550-1623
Manuscript received: 15 August 2021; Accepted: 13 September 2021; Date of publication: 25 September 2021
Copyright: This is an open-access article distributed under the terms of the CC-BY-NC-SA (Creative Commons Attribution-NonCommercial-ShareAlike 4.0
International License), which permits unrestricted use, distribution, and reproduction in any medium, for non-commercial purposes, provided the original work of the
author(s) is properly cited.
Journal of Cognitive Sciences and Human Development. Vol.7(2), September 2021
146
1 INTRODUCTION
In the current volatile, uncertain, complex, and ambiguous (VUCA) environment, organisations,
including universities as higher educational institutions, continuously need to anticipate, react, and
respond accurately to remain competitive (Hutasuhut, Adruce & Jonathan, 2021). Exacerbated by
the Coronavirus pandemic in 2019 (COVID-19), the challenges faced by university students are
getting tougher. They face escalated challenges in managing their assignments while demanding
good grades in examinations and dealing with tight deadlines (Hashem et al., 2014). The prolonged
movement limitations triggered by the COVID-19 pandemic has added uncertainty to various
aspects of life, including the rapid change from face-to-face classes to online classes (Kuhfeld,
2020; Son, Hegde, Smith, Wang, & Sasangohar, 2020). Therefore, scholars are increasingly aware
that students need to be skilful in controlling their cognition in dealing with their learning
challenges, maintaining focus, and reducing stress (Duckworth & Allred, 2012; Wilson, 2016).
A growing number of studies have found that there is a link between gratitude and human well-
being (Duckworth, Steen, & Seligman, 2005; Lazarus & Lazarus, 1994; Emmons & McCullough,
2003; Watkins, Cruz, Holben & Kolts, 2008; Wilson, 2016; Wood, Joseph, & Maltby, 2009).
Gratitude is defined as an ability to identify and appreciate the benefits gained from others and a
yearning to respond with positive actions. Gratitude guides students to have an elevated level of
life satisfaction, which further increases the learners' academic performance (Clarkson, 2020;
Diener & Emmons, 1984) and helps maintain a positive mindset when facing various challenges
(Listiyandini, 2018). Students who practise gratitude tend to use positive coping strategies to
handle academic stressors rather than avoiding them (Wood et al., 2007). The present study
examines the correlation between gratitude and resilience among university students since
gratitude practice can help increase their psychological resilience (Listiyandini, 2018) and the
correlation between gratitude and academic performance (Carter et al., 2012). This study
hypothesises a correlation between gratitude and resilience, and a correlation between gratitude
and academic performance.
2 LITERATURE REVIEW
2.1 Gratitude
The word gratitude is derived from the Latin root "gratia", meaning grace, graciousness, or
gratefulness (Emmons & McCullough, 2003). A growing number of studies have found that there
is a link between gratitude and human well-being (Duckworth, Steen, & Seligman, 2005; Emmons,
Lazarus & Lazarus, 1994; McCullough & Tsang, 2003; Watkins, Cruz, Holben & Kolts, 2008;
Wilson, 2016; Wood, Joseph, & Maltby, 2009). These studies have inspired considerable interest
among scholars to focus their studies on this topic. Some scholars agree that gratitude typically
creates a positive emotional valence (Weiner, 1985). Gratitude has been conceptualised as a
character strength that shows an ability to identify and appreciate the benefits gained from others
and the urge to respond with positive action (Emmons & McCullough, 2003). Overwalle,
Mervielde, & Schuyter (1995) explained gratitude as a pleasurable state related to positive
emotions such as happiness, pride, and hope due to other people's actions or the goodness of
Journal of Cognitive Sciences and Human Development. Vol.7(2), September 2021
147
objects or situations. These pleasurable states are not caused by oneself. Moreover, research has
also shown that gratitude improves life satisfaction (McCullough, Emmons, & Tsang, 2002),
reduces aggression (DeWall, Lambert, Pond, Kashdan, & Fincham, 2012), and motivates prosocial
behaviour (Bartlett & DeSteno, 2006; Tsang, 2006).
It is compelling that gratitude closely correlates with human well-being, particularly positive
emotion, attitude, habit, and tendency to prosocial behaviour. Research from Diener (2000) and
Schimmack (2003) have claimed that well-being involves cognitive and affective components,
evaluating one's life positively and experiencing more positive than negative emotions. Gratitude
enhances positive feelings for self and maintains a positive mindset when facing various challenges
that improve appreciation of self (Listiyandini, 2018). People with grateful feelings also widen
their social connections with others (Fredrickson, 2004).
Gratitude will not arise naturally to some. However, it can be developed with practice and a certain
level of reflection (Froh, Miller, & Snyder, 2007; Wilson, 2016). Past research has focused on
gratitude practices that increase individual ability to be more thankful, such as gratitude journals
(Emmons & McCullough, 2003) and gratitude conversation (Listiyandini, 2018). A study from
Emmons & McCullough (2003), Seligman (2012), and Duckworth et al. (2005) stated that
gratitude journaling would become more effective if the person emphasis on gratitude for people
instead of things, take time to appreciate the blessings, and stay open to surprises in their lives.
2.2 Gratitude and its Relationship to Resilience in Learning
The American Psychological Association (APA) defines resilience as the process of adjusting
when facing difficulty or stress. Masten et al. (1990) defined resilience as the process and
consequence of successful adaptation regardless of challenging situations. Further, Masten (2001)
stated that resilience had been defined as good outcomes despite severe threats to transformation
or development. Gratitude will enhance positive emotions and a pleasant state (Emmons &
McCullough, 2003; Walker & Pitts, 1998). In the educational context, resilience is the skill to
succeed academically despite tricky situations (Surtherland, 2005; Windle, 2011).
Moreover, from a longitudinal perspective, resilience is well-defined as the ability to bounce back
from hardship and go on with life (Netuveli et al., 2008). Resilient individuals will have the
capacity to respond flexibly and effectively when facing a difficult situation (Reivich & Shatte,
2002). In sum, resilience is a skill to overcome any difficulties or challenging problems that create
stress, as the person can bounce back and continue in their lives and grow.
Listiyandini (2018) claimed that resilience lets students cope with various stresses and problems
ahead of study life and eventually avoid the psychological distress that may affect their mental and
physical health in negative ways. It is further supported by a recent study conducted at Georgia
Southern University, demonstrating that gratitude enhances psychological resilience, the ability to
thrive under challenging situations (Teh, 2019). Individuals practising gratitude perceive their
hardship as a steppingstone toward their goal. Thus, it will lead them to a positive direction as
gratitude can improve their coping skills with a growth mindset of resilience (Duckworth et al.,
Journal of Cognitive Sciences and Human Development. Vol.7(2), September 2021
148
2007). To enhance resilience among students who come from various backgrounds, it is essential
to understand their backgrounds, such as families, organisations, communities, and cultures
(Southwick et al., 2014). Southwick et al. (2014) even claimed that one of the essential things that
can be done to enhance resilience is promoting healthy family and community environments,
which will allow the individuals to have natural defence systems to build and operate effectively
and correctly. A healthy family and community environment is a supportive family and community
that provides emotional support, economic well-being and increases overall health (Southwick et
al., 2014).
2.3 Gratitude and its Relationship with Academic Performance
Clarkson (2020) states that gratitude, as a positive emotion, plays a vital role in academics. Besides
that, many more studies link the positive impact of gratitude on cognitive, emotional, and social
aspects to support student academic performance. Ashby and Isen (1999) found that gratitude can
increase dopamine levels in the brain, which affects the expansion of cognitive space and further
increases the accessibility of positive information in memory. This finding aligns with research
conducted by Fredrickson (2004), which claims that gratitude will stimulate more creative thinking
and encourage student involvement in learning. Furthermore, Wood et al. (2010) explained that
gratitude has a relationship with academic competence that can affect students' self-efficacy and
satisfaction with their performance in school. In addition, Zhen et al. (2021) stated that gratitude
would lead students to get more positive information to complete learning tasks and even increase
the level of academic self-efficacy. Gratitude has a significant and positive role in intellectual
engagement (Zhen et al., 2021). Therefore, there is a relationship between gratitude and academic
engagement, leading to successful academic performance (Caraway et al., 2003).
It is interesting to note that Froh et al. (2011) and Wood et al. (2010) argued that with gratitude,
students could deal with social relationships at school, become more competitive in academics,
and maintain their mental health. Other studies also supported the claim that gratitude is positively
related to seeking social support (Faeq, 2016). Qin et al. (2015) highlighted how students would
use their social support to sustain themselves and seek help when facing difficulties. Qin et al.
(2015) also said that students would develop positive coping strategies and do their best to solve
problems instead of dwelling on problems and falling into depression. Grateful students endured
stressful events well by seeing things on the bright side and getting along well with others,
contributing to their mental well-being (Qin et al., 2015). Gratitude helps students deal with
problems with positive coping skills, which enable students to blend into the school environment
academically, interpersonally, and mentally, which is beneficial for their adjustment to the school
setting and increases their sense of belonging to the school (Swanson, Valiente, Lemery-Chalfant,
& O'Brien, 2011; Qin et al., 2015).
2.4 The Broaden-and-Build Theory
The broaden-and-build theory proposed by Barbara Fredrickson explains that positive emotions
such as joy, contentment, pride, and love, extend people's momentary thought-action repertoires,
which helps them create enduring functional physical, intellectual, social, and psychological
Journal of Cognitive Sciences and Human Development. Vol.7(2), September 2021
149
resources (Celestine, 2021; Fredrickson, 2001, 2004). Positive emotions can increase awareness
and responses to events, along with helping to strengthen psychological resilience and coping
abilities (Cuncic, 2021). Fredrickson (2004) mentioned that gratitude is one of the positive feelings
that can expand one's momentary thought-action repertoires, allowing one to produce personal
resources and improve well-being. Gratitude creates long-term resources, such as expressing
appreciation and social bonds useful in challenging times (Fredrickson, 2004). When a person is
dealt with a tough time limiting the range of possible behaviours and thoughts, gratitude might
help them cope with negative emotions and regain cognitive flexibility (Fredrickson & Levenson,
1998). People tend to be more cheerful and energetic, and their positive emotions facilitate upward
cycles that help them cope with hardship (Fredrickson, 2004). Moreover, research conducted by
Reschly et al. (2008) claimed that the broaden-and-build theory of positive emotions led students
to participate in academic activities and led to broadening student formation of thoughts and
actions (Fredrickson, 2004). Therefore, it has been proven that keeping a positive attitude and
having pleasant emotions during times of stress protects one's well-being (Folkman, 1997), which
usually refer as resilience.
3 METHODOLOGY
The study was conducted using a quantitative study approach. A survey was created on Google
Form because it was deemed the best option to reach the target population due to the pandemic
restrictions. Furthermore, most students have been studying online since March 2020.
The population of this study was full-time enrolled students (N=235) from one faculty in a public
university in Malaysia. One hundred and forty-six samples were obtained through simple random
technique, ranging from those in Year 1 until Year 4. The survey consisted of the Gratitude
Questionnaire (GQ-6) to measure levels of gratitude, the Brief Resilience Scale (BRS) to measure
levels of resilience, and the self-reported grade-point average (GPA) as the measurement tools for
academic performance. The GQ-6 questionnaire consisted of six items, and each was scored on a
7-point scale (1 symbolises "strongly disagree" and seven indicates "strongly agree") (Zhen et al.,
2021). A study from McCullough et al. (2002) shows that the GQ-6 has alpha scores between .82
and .87 which proposes that the questionnaire has good internal reliability. The Brief Resilience
Scale (BRS) consists of 6 items, and each was scored on a 5-point scale (1 represents “strongly
disagree” and 5 indicates “strongly agree”) (Smith et al., 2008). BRS is seen as a reliable and valid
scale for measuring resilience among students in Malaysia, as the alpha score was .93, indicating
that the scale has good reliability (Amat, Subhan, Jaafar, & Johari, 2014). Self-reported Grade
Point Average (GPA) was categorised into a seven-point scale, where the participants asked about
their GPA over the last semester. Pearson Correlation was used to measure the relationships
between gratitude and resilience and gratitude and academic performance.
Journal of Cognitive Sciences and Human Development. Vol.7(2), September 2021
150
4 FINDINGS
4.1 Sampling and Population
A total of 146 respondents from one faculty of a public university in Malaysia was involved in the
survey. Section A is about the demographic of the respondents with the detail shown in Table 1.
Table 1 shows the highest frequency of gender, which is 121 out of 146 respondents or 82.88%
representing females, while 25 out of 146 respondents or 17.12% is male. Table 1 also shows that
89 respondents (60.96%) are Malay, 18 respondents (12.23%) are Chinese, 18 respondents
(5.48%) are Indian, and 31 respondents (21.23%) are from other races. As for their year of study,
table 1 shows that the highest frequency of the respondents is year 2 with 55 respondents (37.67%),
followed by year 1 with 36 respondents (24.66%), year 3 with 29 respondents (19.86%) and 11 of
the respondents (17.81%) are from year 4.
Table 1. Demography of the samples
Demographic
characteristics
Frequency
Percentage (%)
Gender
Male
25
17.1
Female
121
82.9
Race
Malay
89
61.0
Chinese
18
12.3
Indian
8
5.5
Others
31
21.2
Year of study
Year 1
36
24.7
Year 2
55
37.7
Year 3
29
19.9
Year 4
26
17.8
The current study results revealed that gratitude has a significant relationship with resilience
among the respondents. The findings show that there exists an elevated level of gratitude that
reflects an elevated level of resilience.
Journal of Cognitive Sciences and Human Development. Vol.7(2), September 2021
151
Table 2. Correlation between Gratitude and Resilience.
The current study results have shown that gratitude has a significant relationship with resilience
among psychology students, meaning that an elevated level of gratitude reflects an elevated level
of resilience. Resilience is the skill to succeed academically despite inconvenient situations
(Surtherland, 2005; Windle, 2011). It is the ability to bounce back from hardship and go on with
life (Netuveli et al., 2008). Therefore, resilience is a skill to overcome any difficulties or
challenging situations that create stress. Students with an elevated level of gratitude can encounter
a problem and see it positively as their minds and hearts are filled with positive emotion. When
they feel grateful, their body tends to become more open to new experiences, allowing them to
face the risk without running away from it (Bakali, 2019). As a result, they can overcome the
problems with a positive coping strategy without overstressing their minds and bodies. Resilient
students could cope with various stresses and problems and their study life and eventually avoid
the psychological distress that may negatively affect their mental and physical health (Listiyandini,
2018). The resilient individual will have the capacity to respond flexibly and effectively when
facing a difficult situation (Reivich & Shatte, 2002).
The study has also evidenced that gratitude has a significant relationship with academic
performance among university students, meaning that an elevated level of gratitude reflects an
elevated level of academic performance.
Correlations
Mean gratitude
Mean resilience
Mean gratitude
Pearson Correlation
1
.700**
Sig. (2-tailed)
.000
N
146
146
Mean resilience
Pearson Correlation
.700**
1
Sig. (2-tailed)
.000
N
146
146
**. Correlation is significant at the 0.01 level (2-tailed).
Journal of Cognitive Sciences and Human Development. Vol.7(2), September 2021
152
Table 3. Correlation between Gratitude and Grade-Point-Average (GPA).
Gratitude as a positive emotion plays a vital role in academics (Clarkson, 2020; Zhen et al., 2021).
This study also supports the stated hypothesis that gratitude is positively related to students'
academic performance. It shows that students who imply gratitude in their life will be more
engaged in an educational setting, such as academic self-efficacy and academic emotions
(Clarkson, 2020; Zhen et al., 2021). Social factors, such as teacher-student relationships, could
also foster learning motivation in student engagement (Hughes et al. 2008; Roorda et al. 2011;
Zhen et al. 2021). Gratitude helps students in academic performance (Caraway et al. 2003; Carter
et al. 2012; Linnenbrink-Garcia & Pekrun (2011).
In terms of physiological and cognitive impact, Ashby and Isen (1999) found that gratitude can
increase dopamine levels in the brain, which affects the expansion of cognitive space, and further
increases the accessibility of positive information in memory. This finding aligns with research
conducted by Fredrickson (2004), which claims that gratitude will stimulate more creative thinking
and encourage student involvement in learning. These previous researches are aligned with the
current study in that they are synonymous in claiming that gratitude plays a vital role in academic
performance. Gratitude has a significant and positive role in academic engagement (Clarkson,
2020; Zhen et al., 2021).
5 DISCUSSION
While the world is fighting the COVID-19 pandemic, the students, whether they are ready, are
being forced to adapt quickly to online learning with uncertainty into significant aspects of life.
Hence, the multiple stressors could increase students' stress, anxiety, and even depressive thoughts.
These recent changes require them to be resilient to survive in their academic life. Gratitude helps
students to see and accept reality in a more positive way and go through the situation.
The broaden-and-build theory of positive emotions is truly relevant in explaining gratitude and its
relationship to resilience and academic performance. This study support KARDAŞ and Yalcin's
Correlations
Mean gratitude
Gpa
Mean gratitude
Pearson Correlation
1
.751**
Sig. (2-tailed)
.000
N
146
146
GPA
Pearson Correlation
.751**
1
Sig. (2-tailed)
.000
N
146
146
**. Correlation is significant at the 0.01 level (2-tailed).
Journal of Cognitive Sciences and Human Development. Vol.7(2), September 2021
153
(2020) findings that positive emotions improve resilience by allowing people to stay strong and
resourceful while facing challenges. They are likely able to think more creatively and flexibly to
handle challenges. Gratitude as positive emotions extends people's momentary thought-action
repertoires, which helps them create enduring functional physical, intellectual, social, and
psychological resources. Positive emotions significantly increase resilience (Cohn, Fredrickson,
Brown, Mikels & Conway, 2009). Gratitude as a positive emotion becomes an essential precursor
of academic engagement (Zhen et al., 2021). Therefore, the broaden-and-build theory by
Fredrickson (2004) can explain the phenomenon that gratitude will lead to broad student formation
of thoughts and actions.
6 CONCLUSION
The study strengthens previous findings, which claimed students who practise gratitude in their
lives would have a broader cognitive lens to see a situation from a positive perspective. Gratitude
helps students face reality, deal with various challenges, and cope with the problem that further
makes them successful in their academic performances. Practising gratitude throughout university
life, particularly during a crisis like COVID-19, will enhance their cognitive function, enabling
better memory, more creativity, and building resilience. Therefore, based on the benefits of
practising gratitude found in this study, developing an intervention program toward cultivating
gratitude among university students is recommended. The university management can cultivate
gratitude daily by practising a gratitude journal and embedding it into the curriculum. Course
instructors may also consider implanting gratitude practices in classes to enhance students' focus
and resilience in learning. These gratitude practices can be done by providing activities such as
writing a gratitude journal on good things that occur daily. By cultivating this practice and
becoming a habit, students will realise that they have valuable items that make them feel grateful
and appreciate more, even a minor thing that happens in their lives. They can see something that
previously they may often take for granted. Lastly, for the recommendation on future research, it
is recommended to conduct further research into the variables and the mediating factors between
gratitude and resilience and gratitude and academic performances. Study in the broader population
is also strongly encouraged.
REFERENCES
Amat, S., Subhan, M., Jaafar, W. M. W., Mahmud, Z., & Johari, K. S. K. (2014). Evaluation and
psychometric status of the brief resilience scale in a sample of Malaysian international students.
Asian Social Science, 10(18), 240. doi:10.5539/ass.v10n18p240
Ashby, F. G., & Isen, A. M. (1999). A neuropsychological theory of positive affect and its
influence on cognition. Psychological Review, 106(3), 529. doi:10.1037/0033-295x.106.3.529
Bakali, A. (2020, December 01). Qur'anic Ayahs about Gratitude - A Conscious Muslim Approach
to Life: Retrieved from https://withaspin.com/2019/12/07/gratitude-ayahs/
Bartlett, M. Y., & DeSteno, D. (2006). Gratitude and prosocial behavior: Helping when it costs
you. Psychological Science, 17(4), 319-325. doi:10.1111/j.1467-9280.2006.01705.x
Journal of Cognitive Sciences and Human Development. Vol.7(2), September 2021
154
Caraway, K., Tucker, C. M., Reinke, W. M., & Hall, C. (2003). Self‐efficacy, goal orientation, and
fear of failure as predictors of school engagement in high school students. Psychology in the
Schools, 40(4), 417-427. doi:10.1002/pits.10092
Carter, C. P., Reschly, A. L., Lovelace, M. D., Appleton, J. J., & Thompson, D. (2012). Measuring
student engagement among elementary students: Pilot of the student engagement instrument-
elementary version. School Psychology Quarterly, 27(2), 61-73. doi:10.1037/a0029229
Celestine, N. (2021, March 25). Broaden-and-Build Theory of Positive Emotions.
PositivePsychology.Com. Retrieved from https://positivepsychology.com/broaden-build-theory/
Cohn, M. A., Fredrickson, B. L., Brown, S. L., Mikels, J. A., & Conway, A. M. (2009). Happiness
unpacked: Positive emotions increase life satisfaction by building resilience. Emotion, 9(3), 361-
368. doi:10.1037/a0015952
Clarkson, R. K. (2020). Effect of gratitude on life satisfaction and perceived academic
performance of psychology students (Doctoral dissertation, The University of Waikato). Retrieved
from https://hdl.handle.net/10289/13867
Cuncic, A. (2021, March 22). How to Use a Theory of Positive Emotions to Feel Better. Verywell
Mind. Retrieved from https://www.verywellmind.com/broaden-and-build-theory-4845903
DeWall, C. N., Lambert, N. M., Pond Jr, R. S., Kashdan, T. B., & Fincham, F. D. (2012). A grateful
heart is a nonviolent heart: Cross-sectional, experience sampling, longitudinal, and experimental
evidence. Social Psychological and Personality Science, 3(2), 232-240.
doi:10.1177/1948550611416675
Diener, E. (2000). Subjective well-being: The science of happiness and a proposal for a national
index. American Psychologist, 55(1), 34-43. doi:10.1037/0003-066X.55.1.34
Diener, E., & Emmons, R. A. (1984). The independence of positive and negative affect. Journal
of Personality and Social Psychology, 47(5), 1105-1117. doi:10.1037/0022-3514.47.5.1105
Duckworth, A. L., Steen, T. A., & Seligman, M. E. (2005). Positive psychology in clinical practice.
Annual Review of Clinical Psychology, 1, 629-651. doi:10.1146/annurev.clinpsy.1.102803.144154
Duckworth, A. L., Peterson, C., Matthews, M. D., & Kelly, D. R. (2007). Grit: Perseverance and
passion for long-term goals. Journal of Personality and Social Psychology, 92(6), 1087-1101.
doi:10.1037/0022-3514.92.6.1087
Duckworth, A. L., & Allred, K. M. (2012). Temperament in the classroom. In M. Zentner & R. L.
Shiner (Eds.), Handbook of temperament (pp. 627–644). The Guilford Press.
Emmons, R. A., & Mccullough, M. E. (2003). Counting blessings versus burdens: An experimental
investigation of gratitude and subjective well-being in daily life. Journal of Personality and Social
Psychology, 84(2), 377-389. doi:10.1037//0022-3514.84.2.377
Journal of Cognitive Sciences and Human Development. Vol.7(2), September 2021
155
Faeq, D. (2016). Depression among students: Critical review. Retrieved June 12, 2019.
doi:10.13140/RG.2.2.21978.75205
Folkman, S. (1997). Positive psychological states and coping with severe stress. Social Science
and Medicine, 45(8), 1207-1221. doi: 10.1016/s0277-9536(97)00040-3
Fredrickson, B. L. (2001). The role of positive emotions in positive psychology: The broaden-and-
build theory of positive emotions. American Psychologist, 56(3), 218-226. doi:10.1037//0003-
066X.56.3.218
Fredrickson, B. L. (2004). The broaden–and–build theory of positive emotions. Philosophical
Transactions of the Royal Society of London. Series B: Biological Sciences, 359(1449), 1367-
1378. doi:10.1098/rstb.2004.1512
Fredrickson, B. L., & Levenson, R. W. (1998). Positive emotions speed recovery from the
cardiovascular sequelae of negative emotions. Cognition and Emotion, 12(2), 191-220.
doi:10.1080/026999398379718
Froh, J. J., Miller, D. N., & Snyder, S. F. (2007). Gratitude in children and adolescents:
Development, assessment, and school-based intervention. School Psychology Forum, 2(1), 1-13.
Froh, J. J., Emmons, R. A., Card, N. A., Bono, G., & Wilson, J. A. (2011). Gratitude and the
reduced costs of materialism in adolescents. Journal of Happiness Studies, 12(2), 289- 302.
doi:10.1007/s10902-010-9195-9
Hashem, M. H., Al Khawaja, A. A., Edhah, S. O., Hashmi, U. I., & Al Akill, A. (2014). How Do
Academic Issues Affect College Students' Performance? In ASEE 2014 Zone 1 Conference.
University of Bridgeport, Bridgeport, CT, USA. Retrieved from
https://www.asee.org/documents/zones/zone1/2014/Student/PDFs/167.pdf
Hughes, A. A., Lourea-Waddell, B., & Kendall, P. C. (2008). Somatic complaints in children with
anxiety disorders and their unique prediction of poorer academic performance. Child Psychiatry
and Human Development, 39(2), 211-220. doi:10.1007/s10578-007-0082-5
Hutasuhut, I., Adruce, S. A. Z., & Jonathan, V. (2021). How a learning organisation cultivates
self-directed learning. Journal of Workplace Learning. doi:10.1108/JWL-05-2020-0074
Kardas, F., & Yalcin, I. (2020). The broaden-and-built theory of gratitude: Testing a model of
well-being and resilience on Turkish college students. Participatory Educational Research, 8(1),
141-159. doi:10.17275/per.21.8.8.1
Kuhfeld, M. J. S. (2020, December 3). How is COVID-19 affecting student learning? Brookings.
Retrieved from https://www.brookings.edu/blog/brown-center-chalkboard/2020/12/03/how-is-
COVID-19-affecting-student-learning/
Lazarus, R. S., & Lazarus, B. N. (1994). Passion and reason: making sense of our emotions.
Journal of Cognitive Sciences and Human Development. Vol.7(2), September 2021
156
Oxford University Press: USA. Retrieved from
https://ofoghsalamat.com/ofoghsm/public/files/42A58939-0083-4C20-9071-
5AA4AF1CBC32.pdf
Linnenbrink-Garcia, L., & Pekrun, R. (2011). Students’ emotions and academic engagement:
Introduction to the special issue. Contemporary Educational Psychology, 36(1), 1-3.
doi:10.1016/j.cedpsych.2010.11.004
Listiyandini, R. A. (2018). The influence of gratitude on psychological resilience of adolescence
living in youth social care institutions. Journal of Educational, Health and Community
Psychology, 7(3), 197-208. doi:10.12928/jehcp.v7i3.10894
Masten, A. S., Best, K. M., & Garmezy, N. (1990). Resilience and development: Contributions
from the study of children who overcome adversity. Development and Psychopathology, 2(4), 425-
444. doi:10.1017/S0954579400005812
Masten, A. S. (2001). Ordinary magic: Resilience processes in development. American
Psychologist, 56(3), 227-238. doi:10.1037/0003-066X.56.3.227
McCullough, M. E., Emmons, R. A., & Tsang, J. A. (2002). The grateful disposition: A conceptual
and empirical topography. Journal of Personality and Social Psychology, 82(1), 112.
doi:10.1037/0022-3514.82.1.112
Netuveli, G., Wiggins, R. D., Montgomery, S. M., Hildon, Z., & Blane, D. (2008). Mental health
and resilience at older ages: Bouncing back after adversity in the British household panel
survey. Journal of Epidemiology and Community Health, 62(11), 987–991.
doi:10.1136/jech.2007.069138
Overwalle, F. V., Mervielde, I., & Schuyter, J. D. (1995). Structural modelling of the relationships
between attributional dimensions, emotions, and performance of college freshmen. Cognition and
Emotion, 9(1), 59-85. doiI:10.1080/02699939508408965
Qin, Y., Qu, S., Yan, J., & Wan, X. (2015, August). The role of life satisfaction and coping style
in the relationship between gratitude and school belonging. In 2015 International Conference on
Economy, Management and Education Technology (pp. 129-135). Atlantis Press.
Reivich, K. & Shatte, A. (2002). The resilience factors. New York: Broadway Books.
Reschly, A. L., Huebner, E. S., Appleton, J. J., & Antaramian, S. (2008). Engagement as
flourishing: The contribution of positive emotions and coping to adolescents' engagement at school
and with learning. Psychology in the Schools, 45(5), 419-431. doi:10.1002/pits.20306
Roorda, D. L., Koomen, H. M., Spilt, J. L., & Oort, F. J. (2011). The influence of affective teacher–
student relationships on students’ school engagement and achievement: A meta-analytic approach.
Review of Educational Research, 81(4), 493-529. doi:10.3102/0034654311421793
Journal of Cognitive Sciences and Human Development. Vol.7(2), September 2021
157
Schimmack, U., & Diener, E. (2003). Predictive validity of explicit and implicit self-esteem for
subjective well-being. Journal of Research in Personality, 37(2), 100-106. doi:10.1016/S0092-
6566(02)00532-9
Seligman, M. E. (2012). Flourish: a visionary new understanding of happiness and well-being.
New York, NY: Simon and Schuster.
Smith, B. W., Dalen, J., Wiggins, K., Tooley, E., Christopher, P., & Bernard, J. (2008). The brief
resilience scale: Assessing the ability to bounce back. International Journal of Behavioral
Medicine, 15, 194-200. doi:10.1080/10705500802222972
Son, C., Hegde, S., Smith, A., Wang, X., & Sasangohar, F. (2020). Effects of COVID-19 on
college students' mental health in the United States: Interview survey study. Journal of Medical
Internet Research, 22(9), e21279. doi:10.2196/21279
Southwick, S. M., Bonanno, G. A., Masten, A. S., Panter-Brick, C., & Yehuda, R. (2014).
Resilience definitions, theory, and challenges: Interdisciplinary perspectives. European Journal of
Psychotraumatology, 5(1). doi:10.3402/ejpt.v5.25338
Sutherland, D. (2005). Resiliency and collateral learning in science in some students of Cree
ancestry. Science Education, 89(4), 595-613. doi:10.1002/sce.20066
Swanson, J., Valiente, C., Lemery-Chalfant, K., & O'Brien, T. C. (2011). Predicting early
adolescents’ academic achievement, social competence, and physical health from parenting, ego
resilience, and engagement coping. The Journal of Early Adolescence, 31(4), 548-576.
doi:10.1177/0272431610366249
Teh, D. (2019, September 4). 4 ways to practice gratitude and build resilience. Thrive Global.
Retrieved from https://thriveglobal.com/stories/4-ways-to-practice-gratitude-and-build-
resilience/
Tsang, J. A. (2006). BRIEF REPORT Gratitude and prosocial behaviour: An experimental test of
gratitude. Cognition and Emotion, 20(1), 138-148. doi:10.1080/02699930500172341
Walker, L. J., & Pitts, R. C. (1998). Naturalistic conceptions of moral maturity. Developmental
Psychology, 34(3), 403-419. doi:10.1037/0012-1649.34.3.403
Watkins, P. C., Cruz, L., Holben, H., & Kolts, R. L. (2008). Taking care of business? Grateful
processing of unpleasant memories. The Journal of Positive Psychology, 3(2), 87-99.
doi:10.1080/17439760701760567
Weiner, B. (1985). An attributional theory of achievement motivation and emotion. Psychological
Review, 92(4), 548-573. doi:10.1037/0033-295X.92.4.548
Journal of Cognitive Sciences and Human Development. Vol.7(2), September 2021
158
Wilson, J. T. (2016). Brightening the mind: The impact of practising gratitude on focus and
resilience in learning. Journal of the Scholarship of Teaching and Learning, 16(4), 1- 13.
doi:10.14434/josotl.v16i4.19998
Windle, G. (2011). What is resilience? A review and concept analysis. Reviews in Clinical
Gerontology, 21(2), 152-169. doi:10.1017/S0959259810000420
Wood, A. M., Joseph, S., & Linley, P. A. (2007). Coping style as a psychological resource of
grateful people. Journal of Social and Clinical Psychology, 26(9), 1076-1093.
doi:10.1521/jscp.2007.26.9.1076
Wood, A. M., Joseph, S., & Maltby, J. (2009). Gratitude predicts psychological well-being above
the Big Five facets. Personality and Individual Differences, 46(4), 443-447.
doi:10.1016/j.paid.2008.11.012
Wood, A. M., Froh, J. J., & Geraghty, A. W. (2010). Gratitude and well-being: A review and
theoretical integration. Clinical Psychology Review, 30(7), 890-905.
doi:10.1016/j.cpr.2010.03.005
Zhen, R., Liu, R. D., Ding, Y., Jiang, R., Jiang, S., & Hong, W. (2021). Gratitude and academic
engagement among primary students: Examining a multiple mediating model. Current
Psychology, 40(5). doi:10.1007/s12144-019-00202-3