Exploring the Relationships Between Perceived Social Support, Social Engagement, Mindfulness, and Psychological Well-Being Among Chinese University Students: A Mixed-Methods Study

Abstract

This study examined relationships among perceived social support, social engagement, mindfulness, and psychological well-being in Chinese university students using a mixed-methods approach. Quantitative Structural Equation Modeling (SEM) of data from 379 students revealed significant direct and indirect relationships. Perceived social support and social engagement were key psychological well-being predictors, with mindfulness as a significant mediator. Mindfulness amplified social support and engagement positive effects, emphasizing its role in emotional regulation and stress management. Qualitative findings highlighted culturally specific practices—Tai Chi, calligraphy, and family-centered social engagement—as integral to mindfulness and emotional stability. Participants emphasized traditional and modern mindfulness practice integration and collectivist cultural value influence. These findings underscore the need for culturally sensitive interventions incorporating mindfulness training, enhanced social support, and fostered engagement to improve student mental health. This study expands mindfulness-as-mediator literature and offers practical implications for comprehensive university student mental health interventions.