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Exploring the Sequential Mediation Effects of Perceived Social Support, Perceived Hope, and Perceived Stress on the Subjective Well‐Being of University Students: An Empirical Cross‐Sectional Study From Taiwan.

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Title: Exploring the Sequential Mediation Effects of Perceived Social Support, Perceived Hope, and Perceived Stress on the Subjective Well‐Being of University Students: An Empirical Cross‐Sectional Study From Taiwan.
Authors: Chih‐Cheng, Lo (AUTHOR), Wei‐Sho, Ho (AUTHOR), Yi‐Hsin, Liu (AUTHOR), Yao‐Chung, Cheng (AUTHOR)
Source: Psychology in the Schools. Jul2025, Vol. 62 Issue 7, p2047-2059. 13p.
Subjects: Perceived Stress Scale, Subjective stress, Convenience sampling (Statistics), Social support, Mental health policy
Abstract: This study explored the effects of perceived social support on university students' subjective well‐being in Taiwan, with perceived hope and stress serving as sequential mediators grounded in Social Support Theory and Hope Theory. Conducted in April 2022 through convenience sampling, the study utilized four scales: the Social Support Scale, Subjective Happiness Scale, State Hope Scale, and Perceived Stress Scale. Collaboration with 21 professors across various universities aided in distributing online questionnaires via social media, including Facebook, Instagram, and LINE. The sample included students from 67 of Taiwan's 126 universities, totaling 586 valid responses from 630 participants. The demographic comprised 213 males (36.3%) and 373 females (63.7%), aged 18–26 years, with an average age of 21. Analysis indicated a strong positive correlation between perceived social support and well‐being, suggesting higher social support correlates with greater well‐being. Perceived social support significantly increased perceived hope, which then mediated well‐being. Similarly, lower perceived stress, which was inversely related to social support, mediated well‐being enhancements. The sequential mediation of hope and stress in this relationship underscores the importance of bolstering social support and fostering hope while reducing stress to enhance student well‐being. These findings illuminate potential approaches for mental health interventions and highlight the necessity for continued research in this area. Summary: Boost well‐being with enhanced social support in universities.Develop interventions focusing on hope and stress reduction.Research social support's impact on targeted mental health policies. [ABSTRACT FROM AUTHOR]
Copyright of Psychology in the Schools is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Exploring the Sequential Mediation Effects of Perceived Social Support, Perceived Hope, and Perceived Stress on the Subjective Well‐Being of University Students: An Empirical Cross‐Sectional Study From Taiwan.
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  Data: <searchLink fieldCode="JN" term="%22Psychology+in+the+Schools%22">Psychology in the Schools</searchLink>. Jul2025, Vol. 62 Issue 7, p2047-2059. 13p.
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  Data: This study explored the effects of perceived social support on university students' subjective well‐being in Taiwan, with perceived hope and stress serving as sequential mediators grounded in Social Support Theory and Hope Theory. Conducted in April 2022 through convenience sampling, the study utilized four scales: the Social Support Scale, Subjective Happiness Scale, State Hope Scale, and Perceived Stress Scale. Collaboration with 21 professors across various universities aided in distributing online questionnaires via social media, including Facebook, Instagram, and LINE. The sample included students from 67 of Taiwan's 126 universities, totaling 586 valid responses from 630 participants. The demographic comprised 213 males (36.3%) and 373 females (63.7%), aged 18–26 years, with an average age of 21. Analysis indicated a strong positive correlation between perceived social support and well‐being, suggesting higher social support correlates with greater well‐being. Perceived social support significantly increased perceived hope, which then mediated well‐being. Similarly, lower perceived stress, which was inversely related to social support, mediated well‐being enhancements. The sequential mediation of hope and stress in this relationship underscores the importance of bolstering social support and fostering hope while reducing stress to enhance student well‐being. These findings illuminate potential approaches for mental health interventions and highlight the necessity for continued research in this area. Summary: Boost well‐being with enhanced social support in universities.Develop interventions focusing on hope and stress reduction.Research social support's impact on targeted mental health policies. [ABSTRACT FROM AUTHOR]
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  Label:
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  Data: <i>Copyright of Psychology in the Schools is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1002/pits.23450
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              Text: Jul2025
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              Y: 2025
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