Article summary
Abstract
In recent years, mental health concerns among college students have become increasingly prominent, especially in India where academic pressure, familial expectations, and social transitions contribute to psychological stress. Within this context, the practice of gratitude—an essential element of positive psychology—emerges as a promising approach to enhance emotional well-being. This research paper explores the theoretical foundations and practical implications of structured gratitude interventions on the psychological health of college students in the Indian sociocultural environment. The study employs a quasi-experimental design, involving sixty undergraduate students from Indian universities. Participants were divided into experimental and control groups. Over a period of six weeks, the experimental group engaged in guided gratitude practices including daily journaling, reflective writing, and structured gratitude expression. Pre- and post-intervention assessments were conducted using the Gratitude Questionnaire–6 (GQ-6) and Ryff’s Psychological Well-Being Scale. Statistical analysis revealed a significant increase in gratitude and well-being scores in the experimental group compared to the control group. The findings support the notion that gratitude, when practiced intentionally, fosters emotional regulation, enhances self-awareness, strengthens interpersonal relationships, and reduces negative affect. In the Indian cultural context—where gratitude is often embedded in spiritual, familial, and social values—its formal application through psychological intervention aligns seamlessly with traditional norms while offering contemporary mental health benefits. This paper highlights the relevance of integrating gratitude-based interventions in Indian academic institutions as part of holistic mental health promotion programs. It further suggests that gratitude is not merely a moral sentiment but a practical, evidence-based tool that contributes meaningfully to the psychological development of young adults in higher education.