Savoring Belief, Resilience, and Meaning in Life as Pathways to Happiness: A Sequential Mediation Analysis among Taiwanese University Students.

In recent decades, scholarly interest has grown in the psychological components of happiness. Savoring belief, or the capacity to attend to, appreciate, and enhance the positive experiences in one's life, along with resilience and meaning in life, have emerged as significant predictors of enhanced happiness among diverse populations. This research examined the interrelationships among savoring belief, resilience, meaning in life, and happiness. A sample of 561 students from 75 universities in Taiwan, comprising 361 female and 200 male participants with an average age of 20.88 years, participated in an online survey. The study employed various instruments, including the Savoring Belief Inventory, the Subjective Happiness Scale, the Brief Resilience Scale, and the Meaning in Life Questionnaire. These instruments were translated into Traditional Chinese using a back-translation method and subsequently validated for accuracy by specialists in the field. Analysis of the data using Hayes' PROCESS Model 6 revealed several key insights: (1) savoring belief positively influenced happiness, resilience, and meaning in life with resilience further enhancing happiness and meaning in life; (2) resilience served as a significant mediator in the relationship between savoring belief and happiness; (3) meaning in life significantly mediated the relationship between savoring belief and happiness; (4) a sequential mediation model illustrated the mediating effects of resilience and meaning in life on the relationship between savoring belief and happiness. This study illustrates that, much like a garden requires water, sunlight, and care to flourish, our happiness is cultivated through enhancing our ability to savor the good moments, rebound from challenges, and find deep significance in our lives. We can significantly boost well-being by fostering these qualities-savoring belief, resilience, and a sense of meaning. These findings are particularly relevant for educators, highlighting the critical need to develop these traits in students to promote greater happiness and fulfillment in their lives. Discussions included theoretical implications, educational implications, and avenues for future research.

A structural equation model for cyber academic dishonesty in higher education: Evidence from Taiwan.

With the continued spread of the rise of online teaching, and the massive use of 3C products (computer, communication, and consumer electronics), the cases of academic plagiarism or using others' works as own works caused by inappropriate use of the Internet are occurring all the time. However, very little research has been conducted on the cyber ethical climate in relation to cyber academic dishonesty. This study investigates the structural relationship between cyber ethical climate, cyber self-efficacy, cyber ethical attitude and cyber academic dishonesty, among university and graduate students, and develops a multiple mediation model. A total of 812 university and graduate students from 32 universities in Taiwan completed the online questionnaire. The results of the study show that the multiple mediation model is valid and find that the cyber ethical climate creates a favorable context for organizing members to demonstrate cyber ethical behavior, demonstrating the importance of mutual influence on cyber academic dishonesty between the cyber ethical climate created by teachers and the cyber ethical climate of class peers. Based on these results, we deeply examine the practical implications and make specific recommendations to improve the cyber ethical behavior of university and graduate students.

A sequential mediation model of perceived social support, mindfulness, perceived hope, and mental health literacy: An empirical study on Taiwanese university students.

This study explored the mediation of mindfulness and perceived hope between perceived social support and mental health literacy in university students. Of 568 students (205 males, 363 females, average age 20.97) from 70 Taiwanese universities, tools like the Perceived Social Support Scale, General Health Questionnaire, Mindful Attention Awareness Scale, and State Hope Scale were used, adapted to Traditional Chinese through back-translation. Confirmatory factor analysis affirmed model validity. Hayes' PROCESS Model 6 analyzed the data. The results showed an indirect effect of social support on mental health literacy via mindfulness and hope (B = 0.091, 95 % CI: 0.0613 to 0.1258). Three mediation paths were: (1) mindfulness (B = 0.035); (2) hope (B = 0.052); and (3) a combined effect (B = 0.003). A direct effect of social support on mental health literacy was significant (B = 0.120). The model explained 33.9 % of the variance in mental health literacy. The research underscores the link between social support, mindfulness, hope, and mental health literacy, identifying mindfulness and hope as mediators. It stresses the mediation impact and suggests strategies to boost mental health literacy in university students. Future research should expand to cross-cultural studies, further examine the evolving dynamics of social support, and incorporate both qualitative and experimental methodologies. The inclusion of factors such as alienation, well-being, and resilience can enrich the theoretical framework.