The relationship between mindfulness and subjective well-being among students at the Ho Chi Minh City University of Social Sciences and Humanities
The relationship between mindfulness and subjective well-being among students at the Ho Chi Minh City University of Social Sciences and Humanities
DOI:
https://doi.org/10.1243/z7tyj309Keywords:
Mindfulness, Subjective well-being, Students, Mental healthAbstract
This study examines the relationship between mindfulness and subjective well-being among university students. Data were collected from 706 students at the Ho Chi Minh City University of Social Sciences and Humanities, representing diverse demographic characteristics, including gender, age, year of study, field of study, living conditions, and employment status. The analysis results indicate a positive correlation between mindfulness and subjective well-being. These findings underscore the significance of mindfulness for students' mental health and suggest that promoting mindfulness practices can improve subjective well-being. Furthermore, considering demographic characteristics can provide deeper insights into differences in students' mindfulness experiences and well-being, thereby supporting the development of appropriate psychological support policies to improve quality of life and academic performance in higher education settings.
References
Tài liệu tiếng Việt
1. Đoàn Vũ Thị Hường (2023). Mối quan hệ giữa chánh niệm và cảm nhận hạnh phúc ở thanh niên. Luận án tiến sỹ Tâm lý học. Viện Hàn lâm Khoa học Xã hội Việt Nam.
Tài liệu tiếng Anh
2. Arnett, J. J. (2000). Emerging adulthood: A theory of development from the late teens through the twenties. American Psychologist, 55(5), 469-480. https://doi.org/10.1037/00
03-066X.55.5.469.
3. Baer, R. A., Smith, G. T., Hopkins, J., Krietemeyer, J. & Toney, L. (2006). Using self-report assessment methods to explore facets of mindfulness. Assessment, 13(1), 27-45. https://doi.org/10.1177/1073191105283504.
4. Balgiu, B. A. (2021). Examining the subjective well-being in a students’ sample: Characteristics and structure. In I. Albulescu & N. Stan (Eds.), Education, reflection, development - ERD 2020, 104, 288-295. European Publisher. https://doi.org/10.15405/epsbs.
2021.03.02.31.
5. Brown, K. W., & Ryan, R. M. (2003). The benefits of being present: Mindfulness and its role in psychological well-being. Journal of Personality and Social Psychology, 84(4), 822-848. https://doi.org/10.1037/0022-3514.84.4.822.
6. Diener, E. (1984). Subjective well-being. Psychological Bulletin, 95(3), 542-575. https://doi.org/10.1037/0033-2909.95.3.542.
7. Diener, E. (2000). Subjective well-being: The science of happiness and a proposal for a national index. American Psychologist, 55(1), 34-43. https://doi.org/10.1037/0003-066X.55.1.34.
8. Diener, E., Lucas, R. E., & Oishi, S. (2018). Advances and open questions in the science of subjective well-being. Collabra: Psychology, 4(1), Article 15. https://doi.org/10.1525/collabra.115.
9. Falkenström, F. (2010). Studying mindfulness in experienced meditators: A quasi-experimental approach. Personality and Individual Differences, 48(3), 305-310. https://doi.org/10.1016/j.paid.2009.10.022.
10. González-Martín, A. M., Aibar-Almazán, A., Rivas-Campo, Y., Castellote-Caballero, Y., & Carcelén-Fraile, M. D. C. (2023). Mindfulness to improve the mental health of university students. A systematic review and meta-analysis. Frontiers in Public Health, 11, 1284632. https://doi.org/10.3389/fpubh.2023.1284632.
11. Hanh, T. N. (2008). Please call me by my true names. In Thich Nhat Hanh’s sociological imagination: Essays and commentaries on engaged Buddhism (Human Architecture: Journal of the Sociology of Self-Knowledge, Vol. 6, Issue 3, pp. 3-6). Belmont, MA: Okcir Press. https://www.okcir.com/product/poem-please-call-me-by-my-true-names-by-thich-nhat-hanh/.
12. Kabat-Zinn, J. (1994). Wherever you go, there you are: Mindfulness meditation in everyday life. New York: Hyperion.
13. Keng, S. L., Smoski, M. J., Robins C. J. (2011). Effects of mindfulness on psychological health: A review of empirical studies. Clin Psychol Review, 31(6), 1041-1056. https://doi.org/10.1016/j.cpr.2011.04.006.
14. Klussman, K., Curtin, N., Langer, J., & Nichols, A. L. (2020). Examining the effect of mindfulness on well-being: self-connection as a mediator. Journal of Pacific Rim Psychology, 14. https://doi.org/10.1017/prp.2019.29.
15. Mandal, S. P., Arya, Y. K., & Pandey, R. (2017). Mindfulness, emotion regulation, and subjective well-being: Exploring the link. SIS Journal of Projective Psychology & Mental Health, 24, 57-63.
16. Nguyen, T. M. H., Nguyen, H. V., & Bui, T. H. T. (2022). The psychometric properties of the Vietnamese Version of the Five Facet Mindfulness Questionnaire. BMC Psychology, 10(1), 300. https://doi.org/10.1186/s40359-022-01003-3.
17. Pan, B., Fan, S., Wang, Y., & Li, Y. (2022). The relationship between trait mindfulness and subjective wellbeing of kindergarten teachers: The sequential mediating role of emotional intelligence and self-efficacy. Frontiers in Psychology, 13, 973103. https://doi.org/10.3389/fpsyg.2022.973103.
18. Stuart-Edwards, A. (2025). Mindfulness, subjective, and psychological well-being: A comparative analysis of FFMQ and MAAS measures. Applied Psychology: Health and Well-Being, 17(2), e70019. https://doi.org/10.1111/aphw.70019.
19. Takahashi, T., Kawashima, I., Nitta, Y., & Kumano, H. (2019). Dispositional Mindfulness Mediates the Relationship Between Sensory-Processing Sensitivity and Trait Anxiety, Well-Being, and Psychosomatic Symptoms. Psychological Reports, 123(4), 1083-1098. https://doi.org/10.1177/0033294119841848.
20. World Health Organization (2024). The World Health Organization-Five Well-Being Index (WHO-5). Geneva: World Health Organization. License: CC-BY-NC-SA 3.0 IGO.
21. Zeng, X., Chiu, C. P. K., Wang, R., Oei, T. P. S. & Leung, F. Y. K. (2015). The effect of loving-kindness meditation on positive emotions: A meta-analytic review. Front. Psychol, 6, 1693. https://doi.org/10.3389/fpsyg.2015.01693.
