The Mediation Effect of Metacognition in the Relationship between Meaning-making and Subjective Well-being in University Students

Objectives This study was conducted in response to growing concerns about the mental health of college students. The aim was to investigate the role of metacognition in the relationship between engagement in meaning-making and subjective well-being. This investigation sought to identify cognitive mechanisms that contribute to subjective well-being and to explore ways to support students in their pursuit of a happy life. Methods Data were collected from 242 adults aged 18 to 28 who were enrolled in a university through an survey, and descriptive statistics, correlation analysis, multiple regression analysis, and mediation model analysis were conducted using SPSS and PROCESS Macro programs to examine the relationships among the variables. Results The findings of the study indicated that meaning-making was positively associated with subjective well-being, and metacognition acted as a mediator in this relationship. In particular, awareness, identified as a sub-component of metacognition, was shown to fully mediate the link between meaning-making and life satisfaction and positive affect, while the monitoring aspect was shown to partially mediate the relationship between meaning-making and negative affect. The results suggest that metacognition exerts differential effects on distinct components of subjective well-being. Conclusions This study indicates that for college students, engaging in meaning-making activities can not only improve metacognitive skills, but also have a positive impact on life satisfaction and positive emotions, while reducing negative emotions. The findings confirm the significance of the possibility that subjective well-being can be effectively enhanced through the development of metacognitive skills.