The effects of a 2-week gratitude journaling intervention to reduce parental stress and enhance well-being: a pilot study among preschool parents

Abstract

Parenting entails a range of actions aimed at supporting children and caring for them, but they can also be very stressful. This study examines the effects of a 2-week gratitude journaling exercise on parental stress and well-being among preschool parents. The sample includes parents from a state preschool who volunteered to participate. An experimental group ( n = 20) and a control group ( n = 21) were created. Parental stress and well-being were evaluated using the Warwick-Edinburgh Mental Well-Being Scale and the Parental Stress Scale. Data were gathered using pre-test, post-test, and follow-up test evaluations. To compare groups and examine changes over time, statistical techniques such the Mann–Whitney U and Wilcoxon Signed Rank Test were used. According to the results, after the intervention, participants in the trial group had a significantly lower level of parental stress and higher level of mental well-being compared to control group. Moreover, between posttest and follow up study evaluations there were no significant differences in the mental well-being or parental stress levels of the experimental group. These findings suggest that gratitude journaling can significantly reduce parental stress and improve mental well-being. The study contributes to the corpus of research in this field by showing the preventive and protective effects of gratitude journaling exercise on parental stress, particularly in aftermath of pandemics like Covid-19.

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Discover Psychology
Research
The effects ofa2‑week gratitude journaling intervention toreduce
parental stress andenhance well‑being: apilot study amongpreschool
parents
BegümToprak1 · TuğbaSarı1
Received: 23 August 2023 / Accepted: 14 November 2023
© The Author(s) 2023 OPEN
Abstract
Parenting entails a range of actions aimed at supporting children and caring for them, but they can also be very stress-
ful. This study examines the eects of a 2-week gratitude journaling exercise on parental stress and well-being among
preschool parents. The sample includes parents from a state preschool who volunteered to participate. An experimen-
tal group (n = 20) and a control group (n = 21) were created. Parental stress and well-being were evaluated using the
Warwick-Edinburgh Mental Well-Being Scale and the Parental Stress Scale. Data were gathered using pre-test, post-test,
and follow-up test evaluations. To compare groups and examine changes over time, statistical techniques such the
Mann–Whitney U and Wilcoxon Signed Rank Test were used. According to the results, after the intervention, participants
in the trial group had a signicantly lower level of parental stress and higher level of mental well-being compared to
control group. Moreover, between posttest and follow up study evaluations there were no signicant dierences in the
mental well-being or parental stress levels of the experimental group. These ndings suggest that gratitude journaling
can signicantly reduce parental stress and improve mental well-being. The study contributes to the corpus of research in
this eld by showing the preventive and protective eects of gratitude journaling exercise on parental stress, particularly
in aftermath of pandemics like Covid-19.
Keywords Gratitude journaling· Positive psychology· Parental stress· Well-being· Preschool parents· Short
intervention
1 Introduction
Parenting, as dened by the American Psychological Association [5], encompasses various behaviors aimed at caring for
and supporting children, facilitating the acquisition of essential skills and qualities, and preparing them for adulthood.
While parenting is often regarded as a source of happiness within interpersonal relationships, it can also be a signi-
cant source of stress due to the transformative changes it brings. This stress is commonly referred to as parental stress,
encompassing the physiological and psychological responses exhibited by parents as they adapt to the responsibilities
of parenthood [1, 22, 47]. The demands of being a parent contribute to the emergence of parental stress, and it is intri-
cately linked to the assumption of new roles associated with childcare and the concomitant responsibilities [1, 11, 40].
* Tuğba Sarı, saritugba75@gmail.com; Begüm Toprak, toprak.begum@hotmail.com | 1Psychological Counseling andGuidance
Department, Akdeniz University, Antalya, Turkey.

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Families operate within an interconnected and interdependent structure, and the family unit wields a profound inu-
ence on a child’s behavior and attitudes. Parents, in particular, play a pivotal role in shaping not only their children’s
conscious but also their unconscious behaviors, with the preschool period being a critical time for character develop-
ment. During this formative stage, younger children possess a heightened need for parental support, underscoring the
crucial nature of the parent–child relationship, particularly during the preschool years. Eectively managing parental
stress, promoting overall well-being, and providing adequate care to the child are all indispensable factors contributing
to their healthy development [8, 10, 19, 38, 45, 50].
Academic studies show that individuals’ psychological well-being is signicantly impacted by their proximity to their
parents [4, 28]. Moreover, the parent–child relationship exerts a substantial inuence on children’s well being, including
cognitive development, socialization outcomes, gratitude levels [44, 48, 60]. In addition, over the last decade, researchers
have increasingly recognized gratitude as a prominent psychological factor that exerts a positive inuence on children’s
behaviors and reactions. The literature shows that gratitude aects children’s well-being in all aspects [21, 26, 59]. Chil-
dren whose parents exemplify gratitude exhibit higher levels of gratitude themselves, and these parents also show more
supportive attitudes toward their children [44].
In positive psychology, gratitude is dened as recognizing and expressing appreciation for the positive aspects of life
[17]. Gratitude involves acknowledging the good things in life and feeling grateful and happy for them. Recent studies
have shown that feeling grateful has a signicant impact on one’s wellbeing. According to studies [3, 63], persons who
express gratitude frequently exhibit high degrees of subjective and psychological well-being. These individuals also
exhibit high levels of positive aect, social functioning, hope, and happiness [24, 62], as well as a propensity to recall
pleasant events more frequently [61]. Furthermore, it has been noticed that these individuals are shielded from adverse
eects including depression, stress, hopelessness, and anxiety [29, 61]. Additionally, these persons have decreased levels
of post-traumatic symptoms [64], jealousy and materialistic perspectives [41], and suicidal tendencies [29, 35, 37]. Positive
psychology methods are now more frequently used to enhance psychological well-being [7, 12].
Gratitude, a prominent concept in positive psychology, has been the subject of numerous studies aiming to enhance
its development. There are three fundamental kinds of gratitude interventions: gratitude lists, grateful contampaltions,
and demonstrations of thankfulness to others [64]. Gratitude counting exercises, particularly the use of gratitude journals
stand out as prevalent interventions in this area [16, 61]. These practices are more accessible than other positive psychol-
ogy practices and eectively help individuals to develop and focus on gratitude in their daily lives [6]. These exercises
may last from 1week to 4weeks. It is signicant that in recent years, shorter interventions have been advised [49].
Previous gratitude writing studies have shown positive eects on life satisfaction, happieness, psycholohgical well-
being [16, 36, 56], reduction in hopelessness, depression and anxiety levels [12, 15, 32, 46]. These exercises are acces-
sible and easy to implement for everyone. Initially, some participants may express having nothing to be grateful for, but
over time, they start noticing things they had previously overlooked. This process, by highlighting the positive aspects
alongside the negative, leads to a reevaluation of daily experiences and enhances individuals’ well-being [65]. However,
a notable gab exists in the literature concerning the study groups in gratitude interventions. Mainly conducted with
adolescents, collage students and adults, these studies have limited represeantion for parents [2, 34]. One study using
a thankfulness diary intervention with preschool parents has been reported in the literature [2]. Following their thank-
fulness writing, the parents in this study reported low levels of parenting stress, although this was not a statistically
signicant result.
The overall well-being of the parents has a big impact on the child’s development and the state of the parent–child
interaction. Well-being is dened as feeling good, healthy, and happy [18] and is a key concept in positive psychology.
Well-being investigates why some individuals are happier than others, how they achieve happiness, and the strategies
they employ to maintain their well-being [14]. Mental well-being encompasses two aspects: hedonic (subjective well-
being) and eudaimonic (psychological well-being). High degrees of satisfaction and positive feelings are characteristics
of subjective well-being. It results from individuals’ evaluations of life events and their emotional reactions [13]. On the
other hand, eudaimonic well-being is dened as accepting oneself as one is, establishing positive and eective inter-
personal relationships, and nding meaning in life by utilizing environmental opportunities [51].
Individuals with mental well-being are aware of their limitations, can establish satisfying relationships with their
environment, shape their circumstances within their capabilities, understand their life purpose, and anticipate how
to advance in life [57]. Research demonstrates that mental well-being is positively associated with individual, envi-
ronmental, and social factors such as psychological and physical health, creativity, immune function, interpersonal
relationships, and work performance [33, 39]. When research on parents’ mental health are evaluated, stress, bad
feelings about their children (such as danger or suffering), and financial issues all have a detrimental impact on

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parents’ well-being. Additionally, pleasant feelings toward children, happy events, and rewarding parenting experi-
ences (such children’s happiness and success) all contribute to parents’ wellbeing [43].
Recently, the COVID-19 pandemic has emerged as another factor affecting parental stress levels and well-being.
The pandemic, which began worldwide in 2020, resulted in significant changes in daily life. Schools transitioned to
remote learning and gradually reopened later on. Children spent more time at home than ever before, presenting
occasional challenges for parents. Due to the pandemic, families had to spend an average of 49.7h per week caring
for their children [54]. Parental stress levels and well-being are thought to be significantly impacted by the pandemic’s
stress as well as the challenges faced throughout the adjustment phase to schools [23]. One of the most appropri-
ate activities for them currently in terms of simplicity and effectiveness may be the gratitude journaling exercises.
The practice of gratitude journaling writing is a simple positive psychology exercise that has been demonstrated to
enhance wellbeing and reduce stress. But to our knowledge, there was very limited experimental study on this topic
with preschool parents in the global literature [2]. As a result, we believe that the experimental study we conducted
will significantly contribute to the advancement of the field. The aim of this study was to investigate the potential
benefits of gratitude journaling for preschool parents in terms of reducing stress levels and enhancing well-being.
The following hypotheses were tested:
1. There will be a signicant reduction in parental stress levels among participants in the experimental group engaging
in the gratitude journal writing exercise, reected in their post-test scores compared to the post-test scores of the
control group. Additionaly, the post-test scores of mental well-being are anticipated to be signicantly higher in the
experimental group than those of the control group.
2. There will be a signicant dierence, favoring the post-test scores, between the pre-test scores and the post-test
scores of mental well-being and parental stress levels among parents in the experimental group engaging in the
gratitude journal writing exercise.
3. No signicant dierence is expected between the post-test scores and the follow-up test scores of mental well-being
and parental stress levels among parents in the experimental group engaging in the gratitude journal writing exer-
cise.
2 Method
2.1 Study design
This study employed a 2 × 3 quasi-experimental design [(experimental group / control group) x (pre-test/post-test/
follow-up test)] to examine the eects of positive psychology-based gratitude journal writing on the levels of parental
stress and well-being among parents of preschool children. The independent variable in the study was the practice of
keeping a gratitude journal based on positive psychotherapy for a duration of 14days, while the levels of parental stress
and well-being of preschool parents were the dependent variables.
2.2 Participants
The participants in this study consisted of parents of children aged 4–5years attending a preschool educational institu-
tion in the Kepez district of Antalya, Turkey, where the second author works as a school counselor. The second author
invited all parents (150 individuals) to participate in the gratitude journal writing study as part of the research. A total
of 41 mothers volunteered to take part in the study. The Parental Stress Scale and the Warwick-Edinburgh Mental Well-
being Scale were administered to the participating parents. Quasi-experimental methodology, which is commonly used
in educational settings [9], was applied in this study. Convenience was considered when assigning the 41 volunteers to
the experimental and control groups. The participants were divided into a morning group (experimental group, n = 20)
and an afternoon group (control group, n = 21). As all participants volunteered and only mothers were involved in the
study, all participants were women.

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2.3 Data collection tools
2.3.1 Personal information form
The researcher created this form to collect information about the participants’ personal characteristics, such as their
age, faculty of study, marital status, etc. Our study did not apply statistical analysis to the variables that were gathered
via the information form.
2.3.2 The parental stress scale
This scale, created by Özmen and Özmen [47], assesses the level of stress parents encounter when interacting with their
kids on a daily basis. The scale consists of 16 items, which were determined through exploratory factor analysis and
account for 32.20% of the variance. The scale has a Cronbach’s alpha coecient of.85 and a Spearman-Brown two-half
test reliability of.82, both of which showed strong internal consistency reliability [47]. An example item from the scale is:
"It is very dicult for me to make my child happy."
2.3.3 Warwick‑Edinburgh mental well‑being scale
This scale, created by Tennant etal. [57] and translated into Turkish by Keldal [31], assesses a person’s level of mental
health. The scale consists of 14 items and was found to be one-dimensional in its original form, explaining 51% of the
total variance. With a Cronbach’s alpha coecient of, the scale indicated strong internal consistency dependability.92
[31]. An example item from the scale is: "I can cope well with problems."
2.4 Procedure
The researcher held a meeting with the experimental group after establishing the experimental and control groups.
The idea of gratitude was discussed at this gathering, and the attendees received gratitude notebooks. The journals had
spaces for the writers to describe instances of appreciation they had observed or felt as parents, thankfulness they had
observed or felt in their kid, and gratitude they had observed or felt in their own lives. Participants were instructed to
keep the gratitude journals for 14days. The researcher created a WhatsApp group and sent motivational reminders to the
participants every evening around 9:30pm to encourage them to ll out their journals for the day. A motivational mes-
sage that was delivered to the experimental group might have been, "Optimism is a muscle that becomes stronger with
usage. Let’s write in our gratitude notebooks as part of today’s activity. A face-to-face nalization meeting was held with
the experimental group at the conclusion of the 14-day period. Participants in this gathering discussed their thoughts
and experiences with the procedure. Additionally, the participants brought their written journals and shared them. It is
important to note that apart from the rst and last meetings, there were no additional interventions or sessions during
the 14-day period. At the conclusion of the meeting, the post-tests were nished by the experimental group. The post-
test was nished by the control group that same week. The experimental group underwent follow-up measurements
two weeks after the post-test measurement (Table1).
Table 1 Steps of the
experimental process Group Step 1 Step 2 Step 3 Step 4 Step 5
Experimental Pre test Keeping a gratitude journal based
on positive psychology for 14days Post test 2week
waiting
period
Follow-up test
Control Pre test – Post test – –

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2.5 Ethical approval
The experimental protocol was designed in accordance with the guidelines of the Declaration of Helsinki. Informed
consent was obtained from all individual participants included in the study. All participants were debriefed at the end
of the experiment. Ethics committee approval has been obtained from the Ethics Committee of Akdeniz University.
2.6 Data analysis
Software called SPSS 22.0 was used to analyze the data that were gathered for this investigation. 41 people made
up the participant group in total. According to Karasar [30], with small samples, the distribution characteristics may
diverge from the normal distribution and show a skewness to the right or left. As a result, non-parametric techniques
were used to analyze the data rather than relying on the assumption of normal distribution. Following the creation
of the groups, a Mann–Whitney U test was carried out to look for differences between the groups that were statisti-
cally significant in terms of parental stress and mental wellbeing pre-test ratings. The analysis showed no discernible
differences between the experimental and control groups’ pre-test ratings for parental stress (U = 194.500, z = −0.405,
p = 0.685) and mental wellbeing (U = 202.000, z = −0.209, p = 0.834). To compare the repeated measurements within
each group, The Wilcoxon Signed-Ranks Test was utilized and the Mann–Whitney U test were used to compare the
repeated measurements of the experimental and control groups. The r value (r = z/√n), which is suggested for non-
parametric tests, was calculated to determine the effect magnitude. According to Tomczak and Tomczak [58], values
0.30, 0.30–0.50, and > 50 denote small, medium, and high effect sizes, respectively.
3 Results
3.1 Findings related tothefirst hypothesis
The results of the study, which focus on how gratitude notebooks based upon positive psychology have influenced
stress and mental health levels in early childhood parents, are presented here. Table2 displays the outcomes of a
Mann–Whitney U test comparing control and experimental groups and analyzing parental stress and mental health.
Table2 demonstrates that compared to the control group, the experimental group had considerably lower post-
test scores for parental stress with a large moderate size (U = 91.00, Z = 3.111, p = 0.002, r = 0.485). Additionally, the
experimental group’s post-test scores for mental well-being are much higher than those of the control group, with
a moderate effect size (U = 117.000, Z = −2.436, p = 0.015, r = 0.375).
3.2 Findings related tothesecond hypothesis
Table3 displays the findings from the Wilcoxon Signed-Ranks Test, which compares the pre-test and post-test scores
for parental stress within the experimental and control groups separately.
Upon examining Table3, it is evident that the pre-test scores for parental stress in the experimental group are signi-
cantly higher than their corresponding post-test scores with a large eect size (Z = −3.386, p = 0.001, r = 0.536). Similarly,
the post-test scores for parental stress in the control group are signicantly higher than their pre-test scores with amoder-
ate eect size (Z = −2.226, p = 0.026, r = 0.351). These results indicate that the gratitude journaling intervention not only
acts as a preventive factor but also oers protection against parental stress.
Table 2 Results of the
Mann–Whitney U test used
to compare the experimental
and control groups’ post-test
ndings for parental stress
and mental well-being
* p < 0.05
Variable Groups N x rank ∑ rank U Z pr
Parental stress Experimental group
Control group 20
21 21.78
20.26 435.50
425.50 91.00 −3.111 0.002* 0.492
Mental well-being Experimental group
Control group 20
21 25.65
16.57 513.00
348.00 117.000 −2.436 0.015* 0.384

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Table4 displays the outcomes of the Wilcoxon Signed-Ranks Test, which compares the pre-test and post-test scores
within both the experimental and control groups. It is clear from looking at Table4 that the experimental group’s post-test
well-being scores are greater than their matching pre-test values with a large eect size (Z = −3.484, p = 0.000, r = 0.553).
However, there was no discernible dierence between the control group’s pre-test and post-test results.
3.3 Findings related tothethird hypothesis
The experimental group participants’ post-test and follow-up ndings for parental stress and well-being were compared
using the Wilcoxon Signed-Rank Test, as seen Table5.
4 Discussion
According to the study’s findings, parents who participated in gratitude journaling demonstrated significantly lower
levels of parental stress and greater emotional well-being than parents in the control group. The intervention acts
as a stress-reduction measure for parents as well as a preventive strategy. This pilot study fills a knowledge gap
considering the limited research on gratitude writing with preschool parents. As previously stated, there has only
been one research study involving preschool parents conducted to this point. In Ahmed’s [2] study, parents of chil-
dren between the ages of 2 and 5 were subjected to a gratitude journaling intervention to see how it affected their
stress levels, general well-being, depressive symptoms, and sense of self-compassion. The findings showed that only
Table 3 Results of the
Wilcoxon signed-ranks test for
the comparison of parental
stress scores between the
experimental and control
groups on the pre-test and
post-test
* p < 0.05
Groups Compared/Scores Groups N x rank ∑ rank Z pr
Experimental Pre Test–Post Test Decreasing
Increasing
Equal
16
3
1
11.19
3.67 179.00
11.00 −3.386 0.001* 0.536
Control Pre Test–Post Test Decreasing Increasing
Equal 6
12
3
5.75
11.38 34.50
136.50 −2.226 0.026* 0.351
Table 4 Results of the
Wilcoxon signed-ranks test
for the comparison of the
experimental group’s pre-
test and post-test scores on
measures of mental well-
being
* p < 0.05
Groups Compared/Scores Groups N x rank ∑ rank Z p
Experimental Pre Test–Post Test Decreasing
Increasing
Equal
1
16
3
3.00
9.38 3.00
150.00 −3.484 0.000*
Control Pre Test–Post Test Decreasing
Increasing
Equal
10
10
1
8.80
12.20 88.00
122.00 −0.636 0.524
Table 5 Results of the
Wilcoxon signed-rank test
for the comparison of the
experimental group’s ratings
on the post-test mental well-
being, parental stress, and
follow-up test
* p < 0,05
The results reveal no statistically signicant dierence in parental stress between the post-test and follow-
up test (Z = −0.627, p = 0.530) or well-being (Z = −0.514, p = 0.607). This outcome demonstrates that the
experimental intervention’s eects have persisted
Variables Compared/Scores Groups N x rank ∑ rank z p
Parental stress Post Test–Follow-up Test Decreasing
Increasing
Equal
7
8
3
7.00
8.88 49.00
71.00 −0.627 0.530
Mental well-being Post Test–Follow-up Test Decreasing
Increasing
Equal
8
7
3
6.38
9.86 51.00
69.00 −0.514 0.607

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negative affect decreased; there were no significant impacts on parental stress. This contradicts what we found in
our investigation. Only after 14days did we observe positive effects. The gratitude writing interventions in our study
covered writing down feelings of gratitude for three distinct things: their child, themselves as parents, and life in
general. This may have had the desired effect of amplifying the journaling’s impact.
Additionally, comparable findings have been found when looking at limited research with parents of children in
different age groups. Kim-Godwin [34] conducted a 6-week gratitude journaling study with 37 parents of adolescents
or adult children who had emotional and behavioral problems. The results revealed a decrease in parental stress,
somatic symptoms, anxiety, and despair, as well as an increase in gratitude. The children’s average age was 8.39years
old when Nelson-Coffey and Coffey [42] conducted a gratitude letter-writing research with parents who had at least
one child under the age of 18. According to the study’s findings, parents with high levels of attachment insecurity
who practiced expressing thankfulness showed observable increases in positive emotions, general wellbeing, and
improvements in their relationships with their kids. These studies conducted with parents of children of different
age groups support our study’s findings.
Additionally, studies with different groups have shown results that are consistent with our research. In studies with
university students, researchers Emmons and McCullough [16], Seligman etal. [53], and Sheldon and Lyubomirsky
[55] discovered that gratitude writing increased happiness levels, improved sleep quality, and decreased melancholy.
In a study with teenagers, Froh etal. [20] discovered that expressing gratitude through letter writing improved good
affect. According to studies by Froh etal. [21] and Kerr etal. [32], gratitude interventions have improved the qual-
ity of life and reduced anxiety levels among participants. Similar beneficial effects of gratitude writing have been
seen in studies conducted in Türkiye. The practice of gratitude journaling has been shown to increase psychological
well-being in adults [25], subjective well-being in adolescents [52], positive affect, life satisfaction, and adjustment
in university students [27], and reduce depression and anxiety in adults [46]. These studies, together with the find-
ings of our study, suggest that gratitude is beneficial for a wide range of populations. The results of our study, as we
expected, fill up any gaps on the effectiveness of gratitude exercises for parents of young children.
In addition, the comments participants provided during the study’s conclusion meeting confirm the value of the
gratitude journaling intervention. The participants expressed feelings of accomplisment and satisfaction in their
daily lives, reported enhanced relationships with their children, and noted increased awareness of their children’s
positive features. These experiences support the value of interventions and are consistent with positive impacts on
parent versus child interactions and personal well being that have been observed.
5 Limitaitons andimplications
By being the very first study demonstrating the effectiveness of gratitude journaling interventions on reducing paren-
tal stress and enhancing well-being, this pilot study significantly makes a substantial contribution to the literature.
There are several limitations to take into account, though, and they offer important insights for further research.
Every participant in our study was woman. Future studies should investigate incentive strategies to involve fathers
and include parents from various age groups. Additionally, the study’s subjects were chosen from a particular school,
indicating a uniform socioeconomic background. To ensure wider generalizability, research should be conducted
in a variety of socioeconomic circumstances, involving larger sample sizes and implementing randomized control
procedures. The findings also emphasize the necessity of continuing investigations into the long-term impacts of
gratitude interventions on the wellbeing and stress of parents.
In conlusion, the findings of the study reveal that, when compared to the control group, the gratitude journaling
intervention significantly lowers parental stress and improves well-being of the preschool parents. The intervention
fosters a positive and comprehensive viewpoint by encouraging parents to consider and record the things they are
grateful for in their everyday lives and interactions with their children. This study stresses the benefits that short posi-
tive psychological interventions can have for families. Based on these findings, similar interventions can be integrated
to school-based initiatives, including programs of school counseling and guidance services.
Author contributions Material preparation, data collection and analysis were performed by both authors. The rst draft of the manuscript
was written by both authors and all authors commented on previous versions of the manuscript. All authors read and approved the nal
manuscript.

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Funding Not applicable.
Data availability The datasets generated during and/or analyzed during the current study are available from the corresponding author on
reasonable request.
Declarations
Competing interests No potential competing interests was reported by the authors.
Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adapta-
tion, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source,
provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article
are included in the article’s Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in
the article’s Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will
need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http:// creat iveco mmons. org/ licen ses/ by/4. 0/.
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