Social Support and Subjective Well-Being in Chinese Art Students: The Moderating Effect of Positive Thinking

Yundong Wu; Weijian Kong; Tingting Lv; Jintao Li; Ruofan Lin

doi:10.64583/3k476m63

Authors

Yundong Wu Dongshin University Author
Weijian Kong Author
Tingting Lv Author
Jintao Li Author
Ruofan Lin Author

DOI:

https://doi.org/10.64583/3k476m63

Keywords:

social support, positive thinking, subjective well-being, art and design

Abstract

This study focuses on the correlation between social support, positive thinking, and subjective well-being among Chinese art and design college students. In order to obtain the relevant data, the research team distributed and collected 280 questionnaires from sophomore to senior art and design students of university in Quanzhou city, Fujian province, China, from 4 March 2025 to 10 March 2025, and then collected the data. After the completion of data collection, the researchers used SPSS professional statistical software to conduct a comprehensive and in-depth analysis of the collected data. The results of the analyses showed that there was a significant positive correlation between the level of social support and positive thinking as well as subjective well-being for the art and design students. This means that the more social support students receive, the better their positive thinking tends to develop and the stronger their subjective well-being is experienced. In addition, the study also found a significant positive correlation between positive thinking and subjective well-being, meaning that the richer the students' positive thinking, the higher their level of subjective well-being. Based on the above findings, this study suggests that effective measures should be taken to improve the social support and positive thinking ability of art and design majors, so as to improve the subjective well-being of the majors as a whole, and to help them grow and develop better.

Downloads

Download data is not yet available.

Author Biography

Yundong Wu, Dongshin University

Wu Yundong, male, Han nationality, from Xianning, Hubei, is a doctoral student, network engineer, expert in "Science and Technology Innovation China" of the China Association for Science and Technology, public service expert for small and medium-sized enterprises in Jiangsu Province, innovation and entrepreneurship mentor of the "Sail Plan" in Fujian Province, specially appointed expert of Huai'an Career Planning and Design Research Institute, director of the Shishi Science Popularization Workers Association, entrepreneurial mentor and psychological counselor of the Quanzhou Entrepreneurship Service Team. Has won the first prize in the 10th Vocational Education Excellent Scientific (Educational) Research Achievement Selection, the first prize in the 2021 Fujian Province Vocational Education Excellent Teaching and Research Achievement Selection, and the first prize in the 2021 Fujian Province Summer Excellent Vocational Education Paper. Has written 12 academic papers, including "A Brief Discussion on the Problems and Countermeasures in Rural Small and Medium sized River Management", "The Importance of Ideological Education and Management for College Students", "Research and Exploration of Innovation and Entrepreneurship Education Curriculum in Vocational College Teaching", and "Exploration of Innovation and Entrepreneurship Education for Vocational College Students Based on Positive Psychology in the New Situation", which have been published in provincial and ministerial level journals. Invented 3 national design invention patents, 2 national utility model patents, 10 software copyrights, and 2 municipal level research projects.

References

Beckman, G. D. (2007). "Adventuring" arts entreprEneurship curricula in higher education: An examination of present efforts, obstacles, and best prac Tices.The Journal of Arts Management, Law, and Society, 37(2), 87-112.

Caprara, G. V., & Steca, P. (2005). Affective and social self-regulatory efficacy beliefs as determinants of positive thinking and happi Ness.European Psychologist, 10(4), 275-286.

Chen, C., Wang, K., Chen, S., Zhou, Y., & Zhou, M. (2020). The linear and curvilinear relation between personality and subjective well-being in visUal artists: Perceived creation stress as a mediator. PsyCh Journal, 9(4), 533-543.

Gordon, V. N., & Steele, G. E. (2015). The undecided college student: An academic and career advising challenge. Charles C Thomas Publisher.

Holliman, A. J., Waldeck, D., Jay, B., Murphy, S., Atkinson, E., Collie, R. J., & Martin, A. (2021). Adaptability and social support: Examining links with psychological wellbeing among UK students and Non-students. Frontiers in Psychology, 12, 636520.

Jue, J., & Ha, J. H. (2018). The professional identity, career commitment and subjective well-being of art therapy students. The Arts in Psychotherapy, 57, 27-33.

King, K. A., Vidourek, R. A., Merianous, A., & Singh, M. (2014). A study of stress, social support, and perceived happiness among college students.

Kim Hyun-jung, Shin Young-chul, Oh Kang-seop, Oh Yoon-hee, Jung Ji-young, & Seo Dong-woo. (2006). Development and validation study of the positive thinking scale. The Korean Journal of Health Psychology, 11(4), 767-784.

King, K. A., Vidourek, R. A., Merianous, A., & Singh, M. (2014). A study of stress, social support, and perceived happiness among college students. The Journal of Happiness & Well-Being, 2(2), 132-144.

Kong, F., Zhao, J., & You, X. (2013). Self-esteem as mediator and moderator of the relationship between social support and subjective well -Being among Chinese university students. Social Indicators Research, 112, 151-161.

LU, J. (2024). A Study on the Relationship between Social SuppoRt and Subjective Well being of Vocational College Students. Pacific International Journal, 7(2), 22-27. ULZ 000199

Lushyn, P. V., & Sukhenko, Y. V. (June, 2022). Reconsidering the conceptOf sustainability: personal adaptability dynamics as predictor of positive change. InIOP Conference Series: Earth and Environmental Science (Vol. 1049, No. 1, p. 012080). IOP Publishing.

Lyubomirsky, S., & Lepper, H. S. (1999). A measure of subjective happiness: Preliminary reliability and construct validation. Social Indicators Research, 46, 137-155.

Macleod, A. K., & Moore, R.(2000). Positive thinking revisited: Positive cognitions, well-being and mental health. Clinical Psychology & Psychotherapy: An International Journal of Theory & Practice, 7(1), 1-10.

Martínez-Martí, M. L., & Ruch, W. (2017). Character strengths predict resilience over and above positive affect, self-efficacy, optimism, soci Al support, self-esteem, and life satisfaction.ThE Journal of positive psychology, 12(2), 110-119.

Park, J. W. (1985). A study to develop a scale of social support.Unpublished doctoral dissertation, Yonsei University, Seoul.

Ryff, C. D. (1989). Happiness is everything, or is it? Explorations on the meaning of psychological well-being. Journal of personality and social psychology, 57(6), 1069. ULZ 000171

Siedlecki, K. L., Salthouse, T. A., Oishi, S., & Jeswani, S. (2014). The relationship between social support and subjective well-being across age. Social Indicators Research, 117, 561-576.

Subramaniam, K., & Vinogradov, S. (2013). Improving the neural mechanisms of cognition through the pursuit of happiness. Frontiers in Human Neuroscience, 7, 452.

Thoits, P. A. (1995). Stress, coping, and social support processes: Where are we? What's next? Journal Of Health And Social Behavior, 53-79.

Wei, P. (2022). The impact of social support on students' mental health: A new perspective based on fine art majors. Frontiers in Psychology, 13, 994157.

Yazdani, N., & Siedlecki, K. L. (2021). Mediators of the relationship between cognition and subjective well-being. Journal of Happiness Studies, 22(7), 3091-3109.