




































Humanitas: Indonesian Psychological Journal  

Vol. 20 (2), August 2023, 174-183 
ISSN:  2598-6368(online); 1693-7236(print)                                                                 

       humanitas@psy.uad.ac.id             http://journal1.uad.ac.id/index.php/Humanitas          https://doi.org/10.26555/humanitas.v20i2.348 

   

The gratitude training to enhance the psychological well-being among 

adolescents with single parents 

Nuriah Halleyda
1,2

, Muhammad Japar
1
 

1
Master of Psychology, Universitas Muhammadiyah Surakarta, Indonesia 

2
SMP Negeri 2 Jatisrono, Wonogiri, Indonesia 

Corresponding author: idabundanahdan@gmail.com 
 

 

Introduction 

Some children grow up with single parents. Single parent refers to a family condition with 

only one parent due to death, divorce, and single-parent role action (Ayuwanty et al., 2018). 

Of course, missing one of the families' spouses will influence their social life, including 

their status, roles, and psychological, emotional, and economic conditions (Noviati & 

Jatiningsih, 2015).  

Family conditions influence the psychological condition of the children. Divorced 

parents negatively impact adolescents (Ayulanningsih & Karjuniwati, 2020). Adolescents 

with divorced parents may experience sadness, stress, and trauma (Hermansyah et al., 

2020). Lack of support, protection, and compassion also influenced the adolescents’ 

psychological condition (Sukmawati & Oktora, 2021), including negative emotional and 

social development, difficulty in developing personal concepts and controlling emotions, 

and the incapability to establish relationships with peers and the environment (Hayati, 

2016).  

 

ART ICLE  INFO  

 

AB ST R ACT  

 

Article history 

Received January 24, 2023 

Revised June 15, 2023 

Accepted August 3, 2023 

 Psychological well-being is an important component for adolescents. 
This research examined the influence of gratitude training to 
enhance the psychological well-being of adolescents with single 
parents at a Junior High School. This research applied a true 
experimental method with a pretest-posttest control group design. 
The subjects were taken randomly and consisted of 24 adolescents 
with single parents. The subjects were then grouped into 
experimental and control groups, each consisting of 12 individuals. 
The experimental group received the gratitude training, consisting of 
6 sessions. The psychological well-being scale for Indonesian 
adolescents aged between 12 and 15 was used to collect the data. 
ANOVA mixed design with SPSS 25 for Windows was applied to 
analyze the data. The result shows a significant interaction between 
the group and test, indicating the changes between the experiment 
and control groups significantly differ from pretest to posttest. Based 
on post hoc analysis, there is a significant mean difference in 
psychological well-being in the experimental group, with the mean 
of the pretest being lower than in the posttest. Therefore, gratitude 
training enhances the psychological well-being of adolescents with 
single parents. Adolescents need to apply gratitude to their daily 
activities to enhance their psychological well-being. 

 

    

 
Keywords 

adolescents;  

gratitude training; 

psychological well-being;  

single parents.  

 

 

mailto:idabundanahdan@gmail.com


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                            Halleyda & Japar (The gratitude training to enhance psychological well-being…)   

For children, losing parents due to death or divorce before reaching 17 years old is 

correlated to low self-acceptance, environmental mastery, and positive inter-individual 

interaction (Ryff, 2013). Moreover, students with divorced parents had low psychological 

well-being (Ramadhani et al., 2016). Lack of family support for children also correlates to 

depression symptoms and chronic conditions when adolescents get older and to well-being, 

in which personal dignity moderates the situation (Ryff, 2013). 

A preliminary survey on the psychological well-being among adolescents with single 

parents at a Junior High School has been conducted. The survey results showed 58.3% of 

72 respondents thought they did not have something special. Around half of the 

respondents did not feel proud of themselves, sad, embarrassed, powerless, did not receive 

what they wanted, lost their spirits, and anxious. These preliminary data indicate low well-

being aspects, including negative affection, self-confidence, future orientation, and 

negative emotional management. A previous study found adolescents' psychological well-

being could be decreased due to the absence of parents (Alfinuha et al., 2019). Therefore, 

adolescents with single parents' psychological well-being needs to be maintained.  

A previous study found a positive correlation between gratitude and psychological 

well-being (Aisyah & Chisol, 2018). Gratitude is one of the factors in realizing a joyful 

and excellent situation (Lestari, 2021). Gratitude improves the positive perception of life 

events (Anjani et al., 2020) and decreases adolescent depression (Miller et al., 2014). 

Gratitude significantly and positively correlates to personal development, self-acceptance, 

positive correlation, and life objective achievement (Fauziah & Chusairi, 2022). Gratitude 

and self-compassion could significantly predict psychological well-being (Sari et al., 

2020). A previous study among university students found that all dimensions of gratitude 

positively correlate to psychological well-being (Măirean et al., 2019). Moreover, the 

gratitude intervention relieves psychological symptoms and improves physical and mental 

well-being (Jans-beken et al., 2020).  

The result from a meta-analysis shows gratitude training effectively influences the 

well-being of individuals (Wicaksono, 2021). A previous study found that the 

psychological well-being of mothers of children with specific necessities increased after 

being given gratitude training (Nduru, 2020). At the same time, another study found a 

significant well-being difference among physically disabled children after gratitude 

training (Dewanto & Retnowati, 2015). The two weeks of gratitude and kindness 

intervention develop relationships, improve daily life satisfaction and optimism, and 

decrease anxiety (Kerr et al., 2015). The psychological dynamics of gratitude training 

would provide reasoning changes while encountering life events and help the individuals 

with self-acceptance (Rahman & Nashori, 2022). The implementation of gratitude training 

could direct individuals to be grateful and see the positive side of every situation. Even if 

the individual suffers many losses, these individual keeps creating positive feelings about 

life optimism, productiveness, and life sufficiency (Froh et al., 2008).  
Although many studies found a positive impact of gratitude training on psychological 

well-being, a correlational study found no significant correlation between gratitude and the 
psychological well-being of adolescents (Prabowo, 2017). Therefore, previous studies' 
results indicated inconsistencies in the role of gratitude training in dealing with the 
psychological well-being of the research subjects. This research examines the influence of 
gratitude training on psychological well-being, especially among adolescents with single 
parents as the research participants. The hypothesis is that gratitude training enhances the 
psychological well-being of adolescents with single parents. 

 
 
 



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Method 

Research Design 

This research has been approved by the Ethical Commission of Health Research, KEPK, 
Faculty of Medicine, with approval number: 4704/B.1/KEP.K-FKUMS/I/2013. The true 
experimental method with the pretest-posttest control group design was applied in this 
research. First, the psychological well-being scale was administered to adolescents in the 
experiment and control groups as the pretest. Then the gratitude training was delivered to 
the experimental group by an experienced trainer. During the intervention, two observers 
were involved. After the training, a session was conducted to reflect on the activities and the 
subjects' feelings. Lastly, as the posttest, the psychological well-being scale was 
readministered to adolescents in both groups. 

Participants 

Participants were students in a Junior High School between 12 and 15 years old with single 
parents who lived with one parent as the parents divorced or had passed away. Sixty-seven 
students met the criteria; after being randomly selected, 24 were grouped into experiment 
and control groups, each consisting of 12 students. The students and the parents willingly 
joined the research procedure as stated in the informed consent. Table 1 shows the 
participants' distribution. 
 

Table 1 

The Research Subject Distribution 

Groups 
Gender Classes Parental Status 

Male Female VII VIII IX Single Father Single Mother 

Experiment 6 6 6 3 3 4 8 

Control 6 6 2 7 3 4 8 

 

Instruments 

The data collection in the pretest and posttest stages was conducted with a psychological 

well-being scale developed for adolescents aged 12 to 15 (Abidin et al., 2020). The 

psychological well-being scale consisted of 38 items that measure ten dimensions of 

psychological well-being: (1) positive affection, (2) negative affection, (3) self-confidence, 

(4) positive relationship, (5) future orientation, (6) self-development, (7) negative 

emotional management, (8) responsibility, (9) problem-solving skill, and (10) harmony 

(Ryff, 1989; Diener, 2000). The psychological well-being scale had a reliability score of α 

= .873 and a good construct validity (RMSEA = .075; GFI = .91; CFI = .93; NNFI = .91; 

IFI = .93) (Abidin et al., 2020).  

The gratitude training module 

A gratitude training module consisting of five sessions was developed in the previous 

study among adolescents living in orphanages (Megawati et al., 2019). The module was 

modified before being applied in this research because of the different characteristics of 

research participants and different training delivery methods. In this research, the gratitude 

training is delivered offline with face-to-face meetings among adolescents with single 

parents aged 12 to 15. Moreover, an activity that is writing the feelings in a gratitude 

journal every day for a week is also added for this research. The description of each 

session of the gratitude training is as follows:  

 



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1) Opening 

This stage lasted 40 minutes to manage the training participants and establish 

excellent rapport between the trainers and the trainee. The trainers explained shared 

arguments and promoted mini-games. 

2) Introduction for supporting thoughts of gratitude for blessings 

The introduction aims to support the notion of feeling grateful for His blessing and 

recognizing the sense of gratitude. This session lasted for 2x40 minutes to train the 

subjects to think positively about their lives and to be grateful for the received 

blessings.  

3) Learning to write the feelings in a gratitude journal  

This session lasted 40 minutes to direct the subjects to behave positively by 

describing goodness, joyful events, acknowledgment, and joy. 

4) Identifying the source of the joy 

This session lasted 40 minutes to determine the source of goodness. 

5) Expressing the grateful feeling to God the Almighty 

This session lasted 50 minutes to express the gratitude of the participants.  

6) Writing the feeling in a gratitude journal for a week 

In this session, the subjects wrote their feelings in the gratitude journal for a week to 

apply the training results. 
Five experts consisting of psychologists, trainers of the psychological field, and 

psychology lecturers were involved in validating the gratitude training module. The experts 
judge the module quantitatively and qualitatively. Based on the quantitative judgment, the 
Aiken V of the gratitude training module was .82, slightly higher than the standard of Aiken 
V = .80. This result indicates that the gratitude training module is valid.  

On the qualitative judgment, the experts provided some feedback for further module 
improvement, such as (1) explaining the procedure of practicing gratitude, (2) adding an 
explanation about the materials on every season, (3) replacing the dictions with more 
understandable dictions, and (4) providing attachment of gratitude journal.  

After revising the module based on expert feedback, the gratitude training module 
was piloted among ten students of VIII A class in a Junior High School to evaluate the 
estimated time, the applied media, the material accuracy, the worksheet, and the 
implementation on every session. Every student receives the worksheet, and then the 
facilitator shares the instructions for the training session based on the training module. The 
materials, time duration, and media were evaluated by scoring 1 to 4 for each item, resulting 
in a mean of 35.25 in the relevance category. The implementation of Google Forms to 
facilitate the recapitulation process was also evaluated.  

Data analysis 

Before testing the hypothesis, normality, and homogeneity tests were conducted. Based on 

the Shapiro-Wilk test, the data from the pretest and posttest are normally distributed. Based 

on the Levene test, the data distribution from the experiment and control groups are 

homogenous. Therefore, quantitative data analysis with mixed ANOVA was conducted 

with SPSS version 23 for Windows. 

Results 

The mean psychological well-being scores in the pretest and posttest from the experiment 

and control groups are shown in Table 2. The mean psychological well-being score in the 

experiment group increased by 23.16, as the pretest score was lower than the posttest score, 



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138.92 and 162.08, respectively. On the contrary, the mean of psychological well-being in 

the control group remains the same, with 155.92 in the pretest and 155.00 in the posttest.  
 

Table 2  
The Mean of Psychological Well-being Score 

Group 
Mean 

Pretest Posttest Difference 

Experiment 138.92 162.08 23.16 

Control 155.92 155.00 -.92 

 

Table 3 shows the ANOVA mixed analysis results. The interaction between the group 
(experiment-control) and test (pretest-posttest) is significant (F = 4.327; p = .043). The 
results indicate that the changes between the experiment and control groups significantly 
differ from pretest to posttest.  

 

Table 3 
The Hypothesis Statistic Test with ANOVA Mixed 

Source Type III Sum of Squares df Mean Square F p 

Corrected Model                     3520.229
a
 3 1173.410 2.918   .045* 

Intercept 1123326.021 1 1123326.021 2793.593 <.001*** 

Groups 295.021 1 295.021 .734   .396 

Test 1485.188 1 1485.188 3.694   .061 

Group*Test 1740.021 1 1740.021 4.327   .043* 

Error 17692.750 44 402.108 
  

Total 1144539.000 48 
   

Corrected Total 21212.979 47 
   

Note: *** p < .001; ** p < .01; * p < .05 
 

A post hoc test was conducted as there was a significant interaction between the group 
and the test. From the post hoc test, the mean difference of the experiment group is 
significant (p = .034; p < .05). Therefore, gratitude training enhances the psychological 
well-being of adolescents with single parents. On the contrary, the result from the post hoc 
test shows the mean difference in the control group is not significant (p > .05). This result 
indicates no significant changes from the pretest to the posttest among the control group.  

 

Figure 1 

Profile Plot 

125

130

135

140

145

150

155

160

165

Pretest Posttest

Experiment

Control



Humanitas: Indonesian Psychological Journal 179 

 

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Figure 1 shows the analysis with a profile plot. The profile plot reflects increasing 

psychological well-being scores before and after the gratitude training in the experimental 

group, as shown in the blue line. On the other hand, the psychological well-being score 

among the control group decreased from the pretest to the posttest, with a mean difference 

of -.92, as shown in the red line.  

Discussion 

This research shows gratitude training enhances the psychological well-being of adolescents 
with single parents. Adolescents with single parents are different from those with complete 
parents. Teenagers from broken home families might feel inferior (Ramadhani et al., 2016). 
They received pressures from the environment, as observable in adolescents with single 
parents, which made them feel different from other people. Thus, they found themselves 
discriminated from the social environment. This situation decreased their psychological 
well-being (Ifdil et al., 2020). 

This gratitude training encouraged the adolescents to tell their life stories. If they had 
adverse life experiences, they had been encouraged to think positively and find the positive 
sides. They were also encouraged to acknowledge that they received positive matters; 
therefore, they need to be grateful (Emmons & McCullough, 2003). Grateful for the positive 
matters is a broader life orientation (Jans-beken et al., 2020). 

The findings align with a meta-analysis that gratitude training effectively improves 
individual well-being (Wicaksono, 2021). Gratitude training effectively improves 
psychological well-being and subjective well-being among hospital staff (Sadeghi & Pour, 
2015). A study among adolescents with divorced parents also found that gratitude 
encourages individuals to perceive themselves positively, increasing subjective well-being 
(Rahman & Nashori, 2022). Moreover, among clinical samples, the gratitude intervention 
constructed the relationship, enhancing satisfaction in daily life and optimism and lowering 
anxiety, increasing well-being  (Kerr et al., 2015). 

In one of the gratitude training sessions, participants were provided information about 
the sources of joy. In this research, the sources of joy are focused on joy from Allah the 
Almighty, parents, friends, and people's surroundings. The participants were asked to 
mention what joy they received. Therefore, participants experienced cognitive processes 
that might include acknowledging external sources while sharing positive matters (Emmons 
& McCullough, 2003). This activity is in line with the Qur'an that suggests people be 
grateful by remembering the gifted joy and blessing of Allah the Almighty (Karimulloh et 
al., 2021).  

In the other session, participants were asked to write a gratitude expression and share 
it with the persons that made them feel happy. Most participants expressed thanking their 
parents and grandparents for taking care of them. Writing gratitude impacts better joy and 
happiness up to a month after the intervention (Seligman et al., 2005). Feeling grateful 
directs the psychological function to the more significant things, empowering the greater 
adaptive coping strategy (Sztachańska et al., 2019). Simple training in gratitude 
strengthened individuals to understand well-being and the potential of well-being; thus, they 
could improve their well-being (Deichert et al., 2021). Individuals with knowledge, 
experience, and gratitude will achieve well-being (Yoshimura & Berzins, 2017). 

Writing a gratitude journal is the most excellent applied intervention to enhance 
gratitude (Caragol et al., 2022). The gratitude journal allowed the participants to write 
thanking expressions and to practice three good things to do. Writing in a gratitude book 
helped establish a social source and a new relationship between gratitude feeling and a 
feeling of belonging (Diebel et al., 2016). Some previous studies found that after writing 
gratitude journals, the participants had joyful increments and low depression symptoms 
until six months later (Caragol et al., 2022). The repetition and training under the theory of 



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behaviorism are applicable to reach the targeted behaviors as the most expected result. The 
demanded behaviors could positively empower, while the inappropriate behavior would 
lead to negative acknowledgment (Shahbana et al., 2020). 

In this research, every session in the gratitude training led the subjects to enhance 
their gratitude. Gratitude may support individuals to reach personal well-being and health 
(Elosúa, 2015). Feeling grateful positively and significantly influences adolescents' 
psychological well-being (Rahayu et al., 2019). All dimensions of gratitude were correlated 
to the psychological well-being dimension (Măirean et al., 2019).  

However, there are limitations in this research. First, the limitation dealt with no 

manipulation check as the evidence of the participant's attention, the intervention's 

effectiveness, and the mediating process. Second, there is no follow-up measurement to 

know the long-term effect of gratitude training on the psychological well-being of 

adolescents with single parents. Further research is expected to conduct manipulation 

checks and promote follow-up measurement for 1-2 weeks after the intervention of 

gratitude training. Future researchers may deliver gratitude training for adolescents with 

vulnerable conditions having low psychological well-being, such as bullied victims, 

adolescents with specific necessities, and adolescents from low-income family 

backgrounds. 

Conclusion 

Gratitude training enhances the psychological well-being of adolescents with single 

parents. The results imply that adolescents with single parents need to practice gratitude 

training for better psychological well-being. Adolescents may be grateful even with the 

slightest joy, as it will influence individuals' psychological well-being. Gratitude training 

may be applied in schools to enhance the psychological well-being of adolescents.  

Acknowledgment 

The authors would like to thank the junior high school students in Wonogiri Regency and 

the trainer for providing the gratitude training in this study. 

Declarations  

Author contribution. NH established the research topic, collected and analyzed the data, 
and wrote the report. MJ developed research ideas and proofread and corrected the final 
manuscript. 
Funding statement. This research has been carried out under the applied research scheme 
provided by the Master of Psychology, Universitas Muhammadiyah Surakarta. 
Conflict of interest. The authors declare no conflict of interest. 
Additional information. No additional information is available for this paper. 
 

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