‘I Feel Happy Every Day, but I Also Feel Empty’: A Qualitative Investigation of Chinese Vocational College Students’ well-being

Abstract

This qualitative study explores perceptions of well-being among Chinese higher vocational education (HVE) students and perceived influencing factors. Despite the growing interest in student well-being, research in non-WEIRD (Western, Educated, Industrialised, Rich, and Democratic) contexts, particularly among vocational students, remains limited. This study addresses this gap by examining how Chinese HVE students perceive well-being. Data were collected through eight focus groups, each with five participants, and analysed using inductive thematic analysis. The findings revealed that HVE students primarily associate well-being with ‘feeling good’, often overlooking the importance of ‘functioning well’, which includes aspects such as engagement and meaning. Three factors were identified as having effects on well-being: significant others, pursuit of goals (including motivation underlying goals), and goal absence. Furthermore, many HVE students expressed a desire for change in their current circumstances, indicating a perceived gap between their current state and their desired well-being. These findings suggest that well-being interventions in non-WEIRD contexts should consider the strong influence of social connections and goal orientations. Educators, particularly personal tutors, can play a crucial role in providing targeted support to improve students’ overall well-being. The study also highlights the necessity of theorising well-being in non-WEIRD contexts with nuances that differ from current WEIRD-based conceptualisations.