Predicting the Well-Being of Private University Students in Quanzhou, Fujian Province, China: The Critical Roles of Self-Awareness and Responsible Decision-Making
DOI:
https://doi.org/10.65921/ztswfx50Keywords:
Subjective well-bein, Private university students, Responsible decision-making, Self-awareness, Quanzhou cityAbstract
As higher education transitions toward quality enhancement, student development evaluations increasingly encompass psychological and adaptive resilience alongside traditional academic metrics. While internal resources are critical for student adaptation, empirical evidence focusing on private university students in regional China remains limited. This is a critical omission because these students frequently face distinct career orientations, intense employment pressures, and unique resource constraints. This study addresses this gap by examining the relationship between multi-dimensional internal competencies and subjective well-being among private university students in Quanzhou, Fujian Province, with a specific focus on identifying which specific self-regulatory and behavioral dimensions matter most. Data were collected via convenience sampling from 297 students across application-oriented majors at two private universities in the locality. Descriptive statistics revealed generally favorable internal competencies and moderately high well-being among the participants. Multiple linear regression analysis demonstrated that after controlling for demographic and academic background variables, the overall competency framework served as the strongest predictor of well-being. Crucially, when all five behavioral and psychological dimensions were analyzed simultaneously, only responsible decision-making and self-awareness emerged as statistically significant positive predictors of student flourishing. These findings indicate that student support in regional private higher education must transcend mere vocational training to cultivate core cognitive-behavioral assets. Institutional interventions within similar local contexts should prioritize reflective training and structured decision-making curricula to systematically foster long-term student well-being.
Downloads
References
Bakker, A. B., & Mostert, K. (2024). Study demands–resources theory: Understanding student well-being in higher education. Educational Psychology Review, 36(3), 92. DOI: https://doi.org/10.1007/s10648-024-09940-8
CASEL. (2020). CASEL's SEL framework: What are the core competence areas and where are they promoted?. https://casel.org/casel-sel-framework-11-2020/
Cobo-Rendón, R., García-Álvarez, D., Rendon, R. C., & Santana, J. (2024). Perception of the learning climate and its prediction of wellbeing in psychology students at a Chilean university. In Frontiers in Education. Frontiers Media SA. 9. 1456878. DOI: https://doi.org/10.3389/feduc.2024.1456878
Datu, J. A. D., & Lin, X. (2022). The Mental Health Benefits of kind University Climate: Perception of Kindness at University Relates to Longitudinal Increases in Well-Being: JAD Datu, X. Lin. Applied Research in Quality of Life, 17(3), 1663-1680. DOI: https://doi.org/10.1007/s11482-021-09981-z
Fan, W. (2020). Subjective well-being and student development. In Oxford Research Encyclopedia of Education. Oxford University Press. https://doi.org/10.1093/acrefore/9780190264093.013.900 DOI: https://doi.org/10.1093/acrefore/9780190264093.013.900
Jiang, Y., Lu, C., Chen, J., Miao, Y., Li, Y., & Deng, Q. (2022). Happiness in university students: Personal, familial, and social factors: A cross-sectional questionnaire survey. International journal of environmental research and public health, 19(8), 4713. DOI: https://doi.org/10.3390/ijerph19084713
Jones, S. M., & Bouffard, S. M. (2012). Social and emotional learning in schools: From programs to strategies and commentaries. Child Policy Nexus, 26(4), 1-33. DOI: https://doi.org/10.1002/j.2379-3988.2012.tb00073.x
Li, H. (2025, May). Students’ wellbeing in positive higher education: conceptual frameworks and influencing factors. In Frontiers in Education. Frontiers Media SA. 10. 1607364. DOI: https://doi.org/10.3389/feduc.2025.1607364
Pan, H., Guan, H., Lv, Z., & Wu, H. (2025). College students physical activity and subjective wellbeing with the mediating role of social support self esteem and resilience. Scientific Reports, 15(1), 40841. DOI: https://doi.org/10.1038/s41598-025-24601-8
Robotham, D., & Julian, C. (2006). Stress and the higher education student: a critical review of the literature. Journal of further and higher education, 30(02), 107-117. DOI: https://doi.org/10.1080/03098770600617513
Seligman, M. E. (2011). Flourish: A visionary new understanding of happiness and well-being. Simon and Schuster.
Thongsri, N., Seksan, J., & Warintarawej, P. (2024). Factors affecting the happiness of learners in higher education: attitude, grade point average, and time management. Sustainability, 16(18), 8214. DOI: https://doi.org/10.3390/su16188214
Weissberg, R. P., & Cascarino, J. (2013). Academic learning + social-emotional learning = A national priority. Phi Delta Kappan, 95(2), 8-13. https://doi.org/10.1177/003172171309500203 DOI: https://doi.org/10.1177/003172171309500203
Wu, Y., & Kong, W. (2024). The interrelated effects between college students' subjective well-being and self-efficacy. International Theory and Practice in Humanities and Social Sciences, 1(1), 65-75. https://doi.org/10.70693/itphss.v1i1.52 DOI: https://doi.org/10.70693/itphss.v1i1.52
Wu, Y., Lin, R., Kong, W., & Xi, X. (2024). Between comfort and challenge: The role of social support in shaping college students' happiness and stress. Journal of Educational Theory and Practice, 1(4), 15-23. https://doi.org/10.62177/jetp.v1i4.93 DOI: https://doi.org/10.62177/jetp.v1i4.93
Yang, J., Tan, Y., & Yao, C. (2024). Can a PERMA model-based positive psychological intervention affect the SIA and SWB of vocational college students majoring in nursing in China? Frontiers in Psychology, 15, 1337064. DOI: https://doi.org/10.3389/fpsyg.2024.1337064
Zhang, C., Cheng, S., & Xie, S. (2023). Development of the Undergraduate PERMA Well-Being Questionnaire based on Seligman’s well-being theory and its reliability and validity test. Journal of Neijiang Normal University, 38(2), 22–27. (in Chinese)
Zhou, M., & Ee, J. (2012). Development and validation of the social emotional competence questionnaire (SECQ). International Journal of Emotional Education, 4(2), 27-42. DOI: https://doi.org/10.1037/t69172-000
Published
Issue
Section
License
Copyright (c) 2026 YUNDONG WU (Author)
This work is licensed under a Creative Commons Attribution 4.0 International License.
All articles published in Academos Journal are licensed under a Creative Commons Attribution 4.0 International License (CC BY 4.0). This license allows others to share, copy, distribute, and adapt the work for any purpose, even commercially, provided the original author(s) and source are properly credited.
Authors retain copyright of their articles, and full publishing rights are granted to the journal.
