Subjective Well-being Scale Research Articles

Взаимосвязь психологического и соматического благополучия у пациентов

Background. Understanding of emotional aspects of painful experiences can significantly expand the therapeutic tools for both doctors and psychologists. Objective. The focus is placed on the study of the relationship between psychological and somatic well-being of patients with pain syndrome. Study Participants. Sample included 119 people: 57 men (average age 47.9 years) and 62 women (average age 46.5 years) from the number of outpatients of the treatment and prevention institution “City Health Center #12” (Minsk). Methods. The study used: the Subjective Well-being Scale, the Numeric Pain Rating Scale (NPRS), the McGill Pain Questionnaire (MPQ), the Differential Emotion Scale, the Toronto Alexithymia Scale, and the Giessen Subjective Complaints List, GBB. Results. The analysis of the correlations of emotional state and somatic complaints has revealed similarities and specificity of subjective experiences of patients in different conditions. The correlation analysis showed a certain relationship between emotional state and well-being, which is closely related to subjective well-being. Conclusion. Subjective well-being of patients is related to psychoemotional state, health and somatic complaints, as well as, to some extent, to the level of alexithymia. Patients' well-being is related to their emotional state and negative emotions. Practical application of the results. Understanding the psychological state of the patient can be useful for developing a personalized approach to treatment and successful rehabilitation through intrapersonal resources.

Validation of the Peruvian version of the Wong and Law Emotional Intelligence Scale (WLEIS-P)

Introduction: Research has confirmed that emotional intelligence (EI) is an important theoretical and empirical construct associated with psychological well-being and physical and mental health. One of the most used EI assessment instruments in research is the Wong and Law Emotional Intelligence Scale. This study aims to analyse the psychometric properties of the Peruvian version of the WLEIS-P scale. Method: The sample consisted of 2,574 adults: 1,859 were women (72.2%), and 715 were men (27.8%). The age of the participants ranged between 18 and 30 years (M = 20.83, DT = 2.46). Participants completed a test battery that included the WLEIS-P and a subjective well-being scale. Results: The results showed a four-factor structure with a good fit, adequate internal consistency, and convergent validity in line with the original instrument and the adaptations made in other contexts. Conclusion: Finally, the results confirmed scalar invariance for both sex and age. In summary, our results provide evidence that the WLEIS-P could be a helpful tool for evaluating emotional intelligence in the Peruvian adult population.

The clinical significance of insomnia in chronic headache

To study the features of the manifestation of insomnia and its impact on the condition and quality of life in patients with chronic tension-type headache. The study included 65 patients with chronic tension-type headache and insomnia. Patients filled out questionnaires on headache severity, sleep quality, emotional status and quality of life. Seventeen patients underwent polysomnography. Patients with more severe insomnia had significantly more severe anxiety (p<0.001) and depression (p=0.025). Such patients assessed their quality of life worse according to the SF-12 questionnaire (p<0.002) and the Subjective Well-Being Scale (p<0.001), a higher level of central sensitization was observed in patients with more severe insomnia (p<0.001). The negative impact of insomnia on the condition of patients is not so much an increase in pain as such, but rather its influence on the quality of the emotional state and life in general, as well as an increase in the interdependence and mutual influence of other clinical and psychophysiological manifestations of the disease. Therefore, the clinical significance of insomnia is the deterioration of a person's ability to tolerate pain, which is the main prerequisite for a decrease in quality of life.

Exploring the meaning of life among Chinese adolescents with nephrotic syndrome: determinants and psychological correlates.

Adolescents with Nephrotic Syndrome (NS) confront unique challenges that influence their Meaning of Life (MOL), a concept crucial for psychological resilience. The chronic nature of NS and its associated burdens necessitate a deeper exploration of MOL and its determinants within this demographic, previously underexamined in research. This study aims to investigate MOL among Chinese adolescents with NS, identifying key factors influencing their sense of meaning and examining the interrelations with Subjective Well-Being (SWB) and Psychological Security (PS). Employing a cross-sectional survey design, we analyzed 150 adolescents with NS from Baise City, Guangxi, using the Purpose in Life (PIL) scale alongside PS and SWB scales. Sociodemographic and disease-related variables were assessed for their impact on MOL. Data analysis included descriptive statistics, multiple linear regression, and correlation analyses to explore predictors of MOL and its association with SWB and PS. A significant proportion (62.0%) of participants exhibited MOL scores below the threshold, indicating diminished life meaning. Critical factors impacting MOL included 'left-behind' status, family structure, educational disruptions, and NS duration. Strong correlations emerged between MOL, SWB (r = 0.70, p < 0.01), and PS, highlighting the interdependence of these psychological dimensions. The study further revealed 'Proactivity' as a vital component of MOL, suggesting that despite their challenges, adolescents with NS maintain a keen engagement with life. Key aspects such as 'Certainty in Control', 'Mood of Melancholy or Pleasure', and 'Vitality' emerged as crucial for intervention. The findings underline the profound impact of NS on adolescents' MOL, influenced by both sociodemographic and disease-specific factors. By identifying key areas for psychological intervention, this study contributes to the holistic care and treatment of adolescents with NS, advocating for integrated approaches that address their unique challenges and support systems.

자기성장 독서 프로그램이 대학생의 행복에 미치는 영향

The purpose of this study was to analyze the impact of a reading program utilizing self-growth books on the well-being and emotions of college students. The participants in the study were college students from a university located in Seoul. Participants who were absent from the program more than three times were excluded, and the data of 59 participants in the experimental group and 26 participants in the control group were analyzed. The experimental group consisted of students who voluntarily participated in a long-term program of six weeks or more, while the control group consisted of students who only wanted to participate in surveys. To facilitate the program, a pre-workshop on reading therapy was conducted with nine graduate students majoring in counseling psychology, who were then organized into a total of eight groups and operated as leaders. The program consisted of sessions lasting 90 minutes each, conducted once a week for a total of six sessions. Subjective well-being scales, the Korean version of positive and negative affect schedule, were used to measure changes in the experimental and control groups. The results of the study showed a significant increase in subjective well-being in the experimental group, with sub-factors of life expectations and life satisfaction also significantly increasing. In terms of emotions, positive affect significantly increased, while there was no significant change in negative affect. In contrast, the control group showed no significant changes in any variables. This study partially confirms that a self-growth reading program has a positive effect on the happiness of college students. As college students are key players in future society, it is expected that the happiness of college students will contribute to the formation of a healthy and happy society. This research is meaningful in providing some ways to diversify and activate self-growth programs in the future to enhance the happiness of college students.

Prestasi sebagai Mediator Achievement Goal Orientation dan Subjective Well-Being Mahasiswa

Entering higher education gives students new roles and responsibilities. Accompanied by increasing tasks, burdens, and obligations they possess, this causes students to face various issues. The various challenges faced by students influence their subjective well-being (SWB). This study aims to examine GPA as a mediating variable between achievement goal orientation (AGO) and subjective well-being (SWB), an area that hasn't been extensively researched. The participants of this study amounted to 175 individuals, active students from various departments, aged between 18-22 years old. Data was collected using the SWB scale, AGO scale, and GPA to measure students' academic achievements, distributed through online surveys. The research findings indicate that GPA does not significantly mediate between AGO and SWB. This study also discovered that AGO has a positive and significant relationship with SWB and GPA.

Удовлетворённость трудом и субъективное благополучие сотрудников органов внутренних дел

Introduction. The article deals with the job satisfaction, subjective well-being, basic beliefs and stressful life of law enforcement officers. The relevance of the study is determined by the need to analyse the factors influencing police officers’ positive self-perception in order to improve their psychological health, subjective well-being as well as police officers service.&#x0D; Methods. The participants of the study were 60 law enforcement officers, aged 30.21 ± 5.30 serving 7.2 ± 8.41 years in the Russian police. The research methods include an anonymous questionnaire, “Methodology of diagnostics of integral job satisfaction”, “Scale of subjective well-being”, “Satisfaction with life scale”, “Subjective happiness scale”, “Personal beliefs scale”, “Stressfulness of life”. Statistical processing of the results was carried out by methods of a descriptive, comparative and correlation analysis.&#x0D; Results. The study found that 34% of police officers are characterised by a high and moderate level of stress, low life satisfaction, belief that people around them are unfriendly, as well as a low level of subjective happiness. 40% of police officers believe that they are not always able to control their life events, 16% have low confidence in success, 12% of respondents consider the world around them to be unfair, and 10% are convinced of their inability to cope with their life difficulties. Police officers’ satisfaction with their professional activity and career achievements decreases rapidly along with age and work experience. Their social contacts become more limited. Too much stress and unfair punishment reduce the feeling of well-being and job satisfaction. Subjective well-being is positively correlated with basic beliefs about the world’s friendliness and fairness, self-esteem, good fortune, and self-control. Satisfaction with life and the level of health are high among people whose importance of the performed duties prevails over the amount of rewards. In order to increase subjective well-being and job satisfaction of police officers, methods of positive psychology, cognitive-behavioural, rational-emotive, pathogenetic psychotherapy, body-oriented, client-centred, and gestalt therapy can be used.

Особенности личностно-профессиональной самореализации педагогов-психологов

The relevance of the research is determined by the increasing role of a teaching and learning psychologist in the educational process, as well as the need for a teaching and learning psychologist to meet the requirements of the modern education system. The purpose of the research is to study the types of personal and professional self-realization of teaching and learning psychologists, as well as the psychological predictors of such self-realization. The article puts forward the hypothesis that there are characteristic types of personal and professional self-realization of teaching and learning psychologists, whose predictors are the parameters of the motivational and semantic sphere, and instrumental and stylistic characteristics of the personality, as well as indicators of self-regulation and emotional stability. Participants: teaching and learning psychologists (N=164) of educational institutions in Yekaterinburg and the Sverdlovsk region, including women (N = 150) and men (N = 14), aged 25 to 60 years; 32.4% have job experience of more than 10 years, 23.2% – from 5 to 10 years, 44.4% – less than 5 years. Methods (tools): Multidimensional Questionnaire of Personality Self-realization (S. I. Kudinov) was used to identify the features of self-realization of teaching and learning psychologists, Life Orientations Test (D. A. Leontiev) was used to identify the parameters of the motivational and semantic sphere, Resilience Test (E. N. Osin, E. I. Rasskazova) and Questionnaire of Volitional Self-control (A. G. Zverkov, E. V. Eidman) were used to study instrumental and stylistic characteristics and indicators of emotional stability, the technique of professional identity analysis (L. B. Schneider) was used to assess the parameters of professional development. Life Satisfaction Scale (E. Dinner adapted by D. A. Leontiev, E. N. Osin) and diagnostic methods of subjective well-being of the individual (R. M. Shamionov, T. V. Beskova) were used to assess the success of personal and professional self-realization. Results: the research has identified the characteristic types of personal and professional self-realization of teaching and learning psychologists differing in the degrees of manifestation of its structural components: “positive”, “negative”, “imaginary” and “prospective”. Based on the three general factors: “life awareness”, “active life position” and “crisis of professional development”, the author has suggested the empirically confirmed models of how psychological characteristics and types of personal and professional self-realization of teaching and learning psychologists are interrelated. The article also describes the predictors of personal and professional self-realization of teaching and learning psychologists. Main conclusions: the article has clarified the features of personal and professional self-realization of teaching and learning psychologists as subjects of educational relations; additionally, the study has identified the role of personal characteristics (motivational-semantic, instrumental-stylistic, emotional, resource) in achieving personal and professional self-realization, when the latter is the foundation of the subjective well-being and life satisfaction of teaching and learning psychologists in the conditions of modern transformations in the education system. The results of the study can be used to develop programs for personal and professional development, prevention of crises of professional development, psychological support of teaching and learning psychologist at different stages of their professional paths and personal growth.

Subjective Well-Being in Cancer Patients: The Roles of Social Support, Purpose in Life, Resilience, and Informativeness.

The aim of this research was to determine the relationship between subjective well-being (life satisfaction, positive and negative experiences, and prosperity) and various psychosocial factors (social support received from family members and partners, purpose in life, resilience and information) in cancer patients and to examine the possibility of predicting components of subjective well-being based on these mentioned factors in cancer patients. A total of 338 adult cancer patients from Croatia participated in the study (41.1% male and 58.9% female). To measure the constructs, the Diener Subjective Well-Being Scale, the Social Support Scale at work and in the family, the Purpose in Life Scale, the Short Resilience Scale, and the EORTC-QLQ information questionnaire were used. Results showed a high level of life satisfaction and prosperity, as well as more frequent positive compared to negative experiences. A medium to high level of social support received from family members and from the partner was determined. High levels of purpose in life and medium levels of resilience and information were found. A high correlation was found among the components of the construct of subjective well-being, and a low to medium correlation among the predictors. Positive associations were found between the criteria of life satisfaction and prosperity with psychosocial factors. Negative associations were established between the positive/negative experience variables and the factors. Furthermore, the purpose in life was determined as an important predictor of all three components of subjective well-being, social support (both sources) as important for predicting life satisfaction, resilience for experiencing positive and negative experiences, and social family support for predicting the prosperity of cancer patients.

The Role of Emotional Intelligence in the Rehabilitation of the Former Prisoners of War

The emotional state of military personnel engaged in the extensive operations taking place in Ukraine is undoubtedly impacted. This especially applies to former prisoners of war (POWs) who have experienced mental and physical trauma. Optimizing their subjective well-being and life satisfaction can contribute to the development of emotional intelligence during the rehabilitation process. The purpose of the study is to identify the importance of emotional intelligence in enhancing the subjective well-being of former POWs. Methods. The following psychometric tests were used for diagnosis: EQ-Test, the Scale of subjective well-being, and Satisfaction with life scale (SWLS). During the statistical analysis, descriptive statistics and correlation analysis were utilized. Results. The study found that the subjects have low emotional intelligence (M=39.31, SD=12.85), low subjective well-being (M=50.19, SD=11.06), and an average level of life satisfaction (M= 17.05, SD=8.96). Correlation analysis established a direct relationship between emotional intelligence and subjective well-being (r=0.483, p≤0.01) and life satisfaction (r=0.723, p≤0.01). Conclusions. The study statistically confirmed that emotional intelligence is an essential factor in the process of rehabilitation of former prisoners of war, as it contributes to their attainment of subjective well-being and life satisfaction. This aids in reinstating the individual's psychological balance after captivity, enhances the medical and physical recuperation process of the body, and ensures full reintegration. Prospects. The obtained results contribute to the rehabilitation system of rehabilitation for former prisoners of war, as they elaborate a comprehensive emotional intelligence approach to ensure their subjective well-being and life satisfaction.

Subjective Well-Being Among Teenager in Banda Aceh

This study aims to determine the subjective well-being of adolescents in Banda Aceh. Adolescent well-being was measured by subjective well-being scales, which comprised with cognitive and affective aspects. A quantitative descriptive analysis approach was used in this study. The participants were 293 teenagers from various schools and universities that spread across Banda Aceh, both public and private. The data collection instruments used were the SWLS and SPANE scales. Results of this study indicate that, life satisfaction of adolescents in Banda Aceh majority was categorized in "quite satisfied" as much as 41.3%, followed by "satisfied" as much as 27.6%, and "very satisfied" as much as 12.3%, while the other 18.8% are categorized in “less satisfied” and “dissatisfied”. Further, the participants of this research experience positive emotions more than negative emotions, as indicated by SPANE scale that showed "very balanced" = 31.1%, "balanced" = 65.5%, "less balanced" = 3.4%. This research approved that adolescents in Banda Aceh tend to have more positive feelings than negative feelings. This study also illustrates a new perspective in revealing the condition of adolescents who tend to be good, which was previously revealed that adolescence tends to feel full of "storm and stress".Keywords: Positive Emotions; Negative Emotions; Life Satisfaction; Adolescents

Relationship between sleep quality and subjective well-being: resilience as a mediator and belief in a just world as a moderator.

Sleep quality significantly impacts subjective well-being, yet its underlying mechanisms remain largely unknown from a scholarly perspective. Existing research has inadequately addressed the relationship between sleep quality and the subjective well-being of College students. This study primarily investigates the influence of sleep quality on the subjective well-being of College students and explores the mediating role of resilience and the moderating role of belief in a just world. The study sample comprises 3349 enrolled College students. Measures include the Pittsburgh Sleep Quality Index, the Subjective Well-being Scale, resilience scale, and belief in a just world scale. A moderated mediation model is employed to verify the mediating role of resilience and the moderating role of belief in a just world. (1) Sleep quality among College students is significantly positively correlated with resilience, belief in a just world, and subjective well-being. (2) Sleep quality positively predicts subjective well-being among College students. Resilience among College students serves as a mediator between sleep quality and subjective well-being, while belief in a just world moderates the influence of resilience on subjective well-being. The results suggest that sleep quality can directly enhance the subjective well-being of College students and can also indirectly affect it through resilience. Additionally, belief in a just world can enhance the promoting effect of resilience on the subjective well-being of College students. These findings may contribute to understanding the impact of sleep quality on the subjective well-being of College students and its pathways. These research findings can serve as a reference for improving the subjective well-being of College students.

Educational staff subjective well-being in war conditions

Introduction. The war is a significant factor in reducing the well-being of the staff of educational organizations. Hence, the study of subjective well-being of the staff of educational organizations seems quite relevant. Aim. To investigate the level of educational staff subjective well-being in war conditions and its relationship with staff's socio-demographic, organizational and professional characteristics as well as place of living. Methods. The Modified BBC Subjective Well-being Scale (BBC-SWB) (P. Pontin, M. Schwannauer, S. Tai &amp; M. Kinderman, 2013; adaptation by L. Karamushka, K. Tereshchenko, O. Kredentser, 2022); passport questionnaire. Results. Educational staff's subjective well-being was at a middle level (moderate). Among the subjective well-being components, "physical health and well-being" was lower than "psychological well-being" and "well-being in relationships". There was a statistically significant relationship between the educational staff subjective well-being and staff’s socio-demographic characteristics (age, having children, marital status, position). The higher the educational staff's position, the higher was staff's "psychological well-being" indicator of subjective well-being (at the level of a trend). Conclusions. The obtained data indicate that socio-demographic factors have a greater influence on the subjective well-being of educational staff than staff's organizational and professional factors and place of living during the war.

Influence of academic-professional hardiness on the subjective well-being of students in socionomic professions

Introduction. Professions such as doctors, teachers, psychologists, and social workers entail a certain risk to the psychological well-being of both professionals and students due to their educational and professional activities.Aim. The present study aims to explore the factors, which contribute to the development of resilience skills in students of socionomic professions, and which could ensure their psychological well-being in relation to their future professional activities.Methodology and research methods. The theoretical foundations of resilience theory by S. Maddi, D. A. Leontiev, E. I. Rasskazova and others served as subject-scientific guidelines, as well as the approaches of positive psychology to studying subjective well-being of individuals (K. Rogers, M. Seligman). Psychodiagnostic methods such as “Academical-Professional Hardiness”, “Subjective Well-Being Scale”, and “Coping with Stress Questionnaire” (COPE) were employed. The collected data were processed using descriptive statistics, correlation analysis, regression analysis, and confirmatory factor analysis. Research participants. The sample consisted of students majoring in pedagogy, psychology, medicine, and social sciences. The total number of participants was 282, ranging in age from 18 to 20 years old.Results and scientific novelty. The results allow refining knowledge about the characteristics of psychological factors, which contribute to the subjective well-being of students in helping professions. It has been found that the main predictors of subjective well-being among students in socionomic fields of study are academic and professional hardiness, as well as constructive coping styles in dealing with difficulties. Additionally, differentiation in the choice of dominant constructive coping strategies has been observed among students from different academic fields.Practical significance. The obtained results allow refining the understanding of educational and professional resilience as a predictor of students’ psychological well-being in helping professions through productive coping styles, as well as outlining approaches to developing and implementing programmes for enhancing academic and professional hardiness among students in socionomic fields of education (such as pedagogy and education, psychology, social work, medicine). The theoretical and empirical findings of this research can be useful in designing lessons on psychological disciplines.

Impact of insomnia and its correction on quality of life of persons with disabilities

Aim. To study the effect of insomnia on the severity of the condition and on the quality of life in patients with disabilities.Materials and methods. A prospective cohort study was conducted from 2019 to 2022, in which 100 patients took part. Patients with acute cerebrovascular accident (ACV) were selected as a clinical model of persons with disabilities. Two groups were formed from the total number of patients included in the study. 50 patients with acute cerebrovascular accident and suffering from insomnia constituted the main group, which was divided into 2 subgroups by a simple choice according to the random sampling rule in the Statistica 12 program. MG1 – the main subgroup 1–26 people who received, as part of complex therapy, a course of short-term (five sessions) cognitive-behavioral therapy for insomnia in combination with doxylamine at a dose of 15 mg 15–30 minutes before bedtime for 10 days. The second subgroup of the main group of patients (MG2) – 24 people who received only standard treatment. The comparison group (GS) (50 people) and a part (48 %) of the patients of the main group (24 people) also received only standard treatment for the underlying disease. All patients were assessed using the SF-36 Quality of Life Questionnaire, the Perrudet-Badoux, Mendelsohn, Chiche Subjective Wellbeing Scale (PSS), sleep quality questionnaires (Pittsburgh Sleep Quality Questionnaire and the Insomnia Severity Scale).Results and conclusions. Against the background of the treatment in the main group 1, there was a reduction in insomnia, as well as an improvement in the quality of life on all scales of the quality of life questionnaire and more pronounced than in the comparison group and the main group 2. Thus, the correction of insomnia in addition to the basic therapy of post-stroke patients with limited opportunities allows you to achieve a more significant result of treatment than the use of only basic therapy for patients.

Exploring the interplay between Mindset, Well-being, and Academic Achievement: Mediating role of Metacognitive Learning

The present survey study explores the mediating role of metacognitive learning in the relationship of growth mindset, subjective well-being, and academic achievement. The sample consists of 407 male and female students of the undergraduate degree program at a private university in Pakistan. The data collection tools were the Growth Mindset Scale (Dweck, 1999, 2006), the subscale of Motivated Strategies for Learning Questionnaire (MSLQ, Pintrich &amp; Groot, 1990), the BBC subjective well-being scale (Pontin et al. 2013), and the Academic Performance Questionnaire (Birchmeier et al. 2015). The AMOS statistical analysis suggested that metacognitive learning strategies mediate the relationship of a growth mindset and subjective well-being with academic achievement. Furthermore, the result has suggested a direct relationship between Growth mindset and academic achievement, also there is a positive relationship between Growth mindset and Subjective Well-being. Overall, this study reinforces the idea that having a growth mindset has a positive impact on one's overall sense of well-being. The present study highlighted the importance of metacognitive strategies in enhancing academic performance thus making it necessary to create an environment in academia where students can embrace a growth mindset which will ultimately increase their well-being and emotional health.

Effect of music breathing, a program based on mindful breathing and music listening therapy for promoting sense of coherence in young people: study protocol for a randomized controlled trial

BackgroundThe negative impacts of the COVID-19 pandemic on public health have affected people socially, psychologically, and physically. Young people particularly are having to adjust many aspects of their personal lives: including transitions to work, college, and independent living. Personal resources are important in mitigating stress and improve mental well-being during pandemic. Sense of coherence—an orientation to life—could be considered as a personal resource. Currently, a number of interventions have been developed to target the reduction of stress in young people. Little emphasis has been placed on developing sense of coherence to reduce stress and promote mental well-being among young people. Young people consider music as a preferred leisure activity and an important means of stress relief in their daily lives. However, little research concerning music therapy and sense of coherence exists.MethodsIn the proposed randomized controlled trial, a sample of 290 young people (aged 18–30) will be recruited and allocated randomly into one of two groups: the experimental group and the control group. Participants in the experimental group will participate in a 6-week Music Breathing program that will include music listening and mindful breathing guided by a certified music therapist. Participants in the control group will receive a control condition for 6 weeks Mental Health Education Programme. The primary outcome of the study will be measured using Sense of Coherence Scale. The secondary outcomes will be measured using the Coping Self-Efficacy Scale, Difficulties in Emotion Regulation Scale, Mindful Attention Awareness Scale, Depression Anxiety Stress Scales, BBC Subjective Well-being scale, and salivary cortisol levels. Repeated measures analysis will be used to compare the outcomes between the two groups.DiscussionThe results will inform practice in coping with stress through promoting sense of coherence. Individuals will benefit from the long-term effect of this intervention to enhance their sense of coherence to cope with stressful events and promote better mental well-being.Trial registrationClinicalTrials.gov Identifier: NCT05655234. Registered on December 8, 2022.

Mental health among undergraduate psychology students from a private university in Southern Brazil

The literature indicates that there are stressful events that accompany the initial and final courses of undergraduate studies, which can result in symptoms of stress, mental exhaustion, anxiety, depression, and the prevalence of common mental disorders. In view of this, the present study is a qualitative and descriptive research aimed at assessing the mental health of students in the initial course and the final course of the Psychology undergraduate program at a private university in the southern region of the country. A total of 68 students were interviewed, with 50 in the first semester and 18 in the final semester of the program. Data collection involved a sociodemographic questionnaire, the Subjective Well-being Scale, and the Clinical Outcome Routine Evaluation - Outcome Measure. The results indicate high levels of anxiety and insecurity among psychology students, as well as low levels of interest, joy, attention, engagemen, enthusiasm, disposition, productivity, and well-being.

The Mental Health and Life Education Curriculum Development Based on Kolb's Experiential Learning Theory

This research aimed to 1) study the factors influencing the development of subjective well-being, 2) develop a mental health and life education curriculum based on Kolb’s experiential learning theory, 3) compare students' subjective well-being before and after the implementation of a mental health and life education curriculum based on the Kolb’s experiential learning theory. The sample group was thirty undergraduate students from Guangxi Vocational Normal University in the first year of Artificial Intelligence Class 1 (Vocational Normal Teacher). The research instruments were 1) a questionnaire on factors influencing the development of subjective well-being, 2) an interview form on factors influencing the development of subjective well-being, 3) lesson plans, 4) a subjective well-being scale, 5) a teaching opinion interview form, and 6) an observational record of student behavior. The research results indicated that 1) three factors affect students' subjective well-being: life satisfaction, positive affect, and negative affect. 2) The mental health and life education curriculum consisted of six components: (1) concept, (2) contents and time, (3) objective, (4) learning processes according to Kolb's experiential learning theory, (5) learning resources and (6) evaluation, and 3) students’ subjective well-being improved after the implementation of a mental health and life education curriculum based on the Kolb’s experiential learning theory. According to the results of the study, it is suggested that universities should implement management and teaching based on students' emotional and affective experiences and add the content of life education to universities' ideological and political theory education curriculum and students' professional curriculums. Students should put the knowledge and skills they have learned in life education into practice and maintain an optimistic attitude.

Chinese cross-cultural adaptation and validation of the Well-being Numerical Rating Scales.

Well-being is a multi-domain concept that involves measuring physical, psychological, social, and spiritual domains. However, there are currently few multi-domain and comprehensive well-being instruments available. In addition, measures that do exist customarily contain a vast number of items that may lead to boredom or fatigue in participants. The Well-being Numerical Rating Scales (WB-NRSs) offer a concise, multi-domain well-being scale. This study aimed to perform the translation, adaptation, and validation of the Chinese version of WB-NRSs (WBNRSs-CV). A total of 639 clinical participants and 542 community participants completed the WB-NRSs-CV, the Single-item Self-report Subjective Well-being Scale (SISRSWBS), the World Health Organization Five-item Well-Being Index (WHO-5), the 10-item Perceived Stress Scale (PSS-10), and the Kessler Psychological Distress Scale (K10). High internal consistency and test-retest reliability were obtained for both samples. Additionally, WB-NRSs-CV was positively associated with SISRSWBS and WHO-5 and negatively associated with PSS-10 and K10. In the item response theory analysis, the model fit was adequate with the discrimination parameters ranging from 2.73 to 3.56. The diffculty parameters ranged from -3.40 to 1.71 and were evenly spaced along the trait, attesting to the appropriateness of the response categories. The invariance tests demonstrated that there was no difference in WB-NRSs-CV across groups by gender or age. The WB-NRSs-CV was translated appropriately and cross-culturally adapted in China. It can be used as a rapid and relevant instrument to assess well-being in both clinical and non-clinical settings, with its utility for well-being measurement and management among the Chinese people.