Abstract:

This study intends to explore the connections among Chinese students attending vocational colleges in terms of parental style, behavioral intention, cultural identity, self-esteem, psychological resilience, and subjective well-being. The goal of higher vocational education in China is to prepare students for particular vocational occupations by giving them information and practical skills. The identification with school, learning and personal development, safety, relationships with peers and teachers, emotional well-being, and relationships with family are the seven attributes of students' subjective well-being. A theoretical model of subjective well-being in this demographic is proposed by the study, drawing on social identity theory and self-efficacy theory. Data were gathered from 350 Chinese students attending vocational colleges using a survey method. Statistical equation modelling (SEM) findings indicate that psychological resilience improves subjective well-being. The research's findings also showed a connection between parental style, cultural identity, behavioral intention, self-esteem and student satisfaction, and subjective well-being. To maintain the accuracy of our model's understanding, additional research can be done. The use of a quantitative, closed-ended questionnaire had yet another disadvantage. The study's cross-sectional design makes it difficult to prove a cause-and-effect connection. Additionally, it was discovered that psychological resilience mediated the link between these factors and subjective well-being. The study also discovered that the association between psychological resilience and subjective well-being was modulated by student satisfaction. The study's conclusions have applications for treatments that support the well-being of Chinese students attending vocational colleges. The study's weaknesses and potential research initiatives are also covered.

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