Abstract

• The main purpose of this study was to investigate the relationship among gratitude, forgiveness and subjective well-being of the student teachers from Universities of Education in Myanmar. The study conducted a survey research design and employed with a quantitative method. As the research instruments, gratitude questionnaire adapted by Bernabé-Valero et al., (2014), forgiveness scale developed by Thompson et al., (2005) and the Subjective well-being Inventory (Nagpal & Sell,1992) modified by Sukhmeet and Rakesh, (2019) were applied. A total of 1200 student teachers (600 males and 600 females) were randomly selected from Universities of Education in Myanmar. The Pearson product-moment correlation results revealed that positively significant relationship (r=0.413. p<0.01) was found between gratitude and subjective well-being and positively significant relationship (r=0.331,p<0.001) was found between forgiveness and subjective well-being. The results of this study revealed that student teachers who have high gratitude and good forgiveness may experience better subjective well-being level. Moreover, forgiveness effected as the mediation role on the relationship between gratitude and subjective well-being. Finally, this study suggested that the student teachers should try to improve gratitude and forgiveness for better level of subjective well-being. Therefore, it was vital to emphasize the student teachers’ gratitude, forgiveness and subjective well-being.