Strategies for Enhancing Subjective Well-Being in Art and Design Students: Evidence from Three Higher Vocational Colleges in Quanzhou, Fujian Province, China
Abstract
This study examined factors influencing subjective well-being among 306 art and design students from three higher vocational colleges in Quanzhou, China, using hierarchical regression analysis. Results indicated that social support and psychological resilience were the strongest positive predictors, jointly explaining 46% of the variance in well-being. In contrast, academic stress showed a significant negative effect, with over 60% of students reporting moderate to high stress related to creative workload and career uncertainty. Professional satisfaction displayed a differentiated pattern: although students reported relatively high satisfaction with social recognition of their majors, lower self-assessed competency weakened career identity and indirectly reduced well-being. Guided by Self-Determination Theory, this study conceptualizes how autonomy, competence, and relatedness needs are differentially satisfied or frustrated through social support, resilience, stress, and professional satisfaction, thereby shaping subjective well-being. Findings underscore the importance of creative interpersonal networks, particularly faculty mentorship and peer collaboration, in art education. The study further highlights the negative impact of mismatches between initial major selection motivations and subsequent career identity development, suggesting the need for targeted career counseling, resilience training, and practice-oriented transition programs.
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