A study of the relationship between meta-emotions and subjective well-being among higher vocational students

Abstract

This study intends to examine the relationship between meta-emotions and subjective well-being of higher vocational students through an actual survey of higher vocational students, aiming to provide a basis for enhancing the mental health of higher vocational students and improving their subjective well-being. Three hundred and eighty-seven higher vocational students were selected as subjects, and their meta-emotions and subjective well-being were investigated by questionnaire method. The results showed that: (1) there were two significant positive correlations between emotion attention, emotion discrimination and emotion recovery and subjective well-being. (2) There were significant differences in the levels of emotional attention by gender and being an only child; there were significant differences in emotional discrimination and subjective well-being by subject; and there were significant differences in the three factors of meta-emotions and subjective well-being by grade level, with freshman year being significantly lower than other grades. (3) Meta-emotions are positively predictive of subjective well-being. This study not only explores the relationship between meta-emotions and subjective well-being, but also provides empirical support and theoretical guidance for more targeted guidance to enhance subjective well-being of higher vocational students.