Mediating Role of Mindfulness and Self-Regulation in the Relationship between Perceived Stress and Subjective Well-Being among University Students

Lu Xiong; Rosli Talif; Saeid Motevalli

doi:10.18502/ijps.v20i3.19041

Lu Xiong Department of Education, Faculty of Social Sciences and Liberal Arts, UCSI University, Kuala Lumpur, Malaysia.
Rosli Talif Faculty of Modern Languages and Communication, University Putra Malaysia, Serdang, 43400, Selangor, Malaysia.
Saeid Motevalli Department of Psychology, Faculty of Social Sciences and Liberal Arts, UCSI University, Kuala Lumpur, Malaysia.

DOI: https://doi.org/10.18502/ijps.v20i3.19041

Keywords: Mental Health; Mindfulness; Psychological; Psychologic Stress; Self-Regulation; Well Being

Abstract

Objective: This study aimed to explore the mediating roles of mindfulness and self-regulation in the correlation between perceived stress and subjective well-being among university students

Method: The research involved 353 undergraduates and utilized the Chinese version of the Perceived Stress Scale (CPSS), the Subjective Happiness Scale (SHS), the Mindfulness Attention Awareness Scale (MAAS), and the Self-Regulation Survey (SRS). Partial least square structural equation modelling (PLS-SEM) through SmartPLS software was used to test the proposed relationships.

Results: The findings indicated significant relationships among perceived stress, subjective well-being, self-regulation, and mindfulness. Specifically, perceived stress positively predicted mindfulness (β = 0.400, t = 6.233, P < 0.001) and self-regulation (β = 0.441, t = 5.547, P < 0.001). Mindfulness significantly mediated the relationship between perceived stress and subjective well-being (β = 0.241, t = 3.559, P < 0.001), while self-regulation did not exhibit a mediating effect. This suggests that, although self-regulation assists students in managing behaviors and emotions, it may not influence the stress-well-being pathway as effectively as mindfulness does.

Conclusion: The results underscore the importance of integrating mindfulness strategies into educational programs to enhance students' mental and emotional well-being. This study provides empirical support for the development of mindfulness-related curricula in universities, suggesting that fostering mindfulness could serve as a pivotal intervention for improving subjective well-being among students facing high levels of perceived stress.