Pengaruh Gratitude terhadap Penyesuaian Diri Santriwati Melalui Subjective Well-Being (Swb) sebagai Variabel Moderator pada Kelas 7 di Pesantren Islam Al-Irsyad Putri Tengaran

Abstract

Success in adapting to life and educational demands in Islamic boarding schools (pesantren). Personal adjustment is influenced by various psychological factors, including gratitude and subjective well-being. This study aimed to examine the effect of gratitude on the personal adjustment of female students (santriwati), the effect of subjective well-being on their personal adjustment, and the moderating role of subjective well-being in the relationship between gratitude and personal adjustment.This study employed a quantitative approach with a correlational research design. The participants consisted of 99 female students selected through purposive sampling. Data were collected using the Gratitude Questionnaire (GQ-6), the Personal Adjustment Santri Scale (PASS), and the Subjective Well-Being Scale. Data were analyzed using multiple linear regression and Moderated Regression Analysis (MRA) with the Statistical Package for the Social Sciences (SPSS). The findings revealed that gratitude had a positive and significant effect on the personal adjustment of female students (β = 1.126, p = .001). Subjective well-being also had a positive and significant effect on personal adjustment (β = 0.350, p < .001). Furthermore, subjective well-being significantly moderated and strengthened the relationship between gratitude and personal adjustment (β = 0.019, p < .001). The adjusted R² value of 0.432 indicated that gratitude and subjective wellbeing jointly explained 43.2% of the variance in personal adjustment.The findings suggest that gratitude and subjective well-being are important psychological factors that contribute to better personal adjustment among female students in Islamic boarding schools. Higher levels of gratitude and subjective well-being are associated with greater ability to adapt to various demands of life in the pesantren environment. These findings imply that student development programs focusing on fostering gratitude and enhancing psychological well-being may effectively promote the personal adjustment of female students.