This study explores the link between smartphone addiction in senior high-school students, parent–child relationship, loneliness, and self-efficacy on the basis of the theory of planned behavior (TPB) and social cognitive theory (SCT). A survey of 2172 students (1205 female students, 966 male students; mean age = 16.58 years, SD = 0.78) from 32 senior high schools in Taiwan was conducted. Moderation mediation analysis was performed using Model 14 of SPSS PROCESS-macro to test the hypotheses of this study. The result showed that the parent–child relationship was negatively related both to smartphone addiction and loneliness, which mediated the link between parent–child relationship and smartphone addiction. Self-efficacy was also found to moderate the level of loneliness related to smartphone addiction. Specifically, loneliness will ease when the parent–child relationship improves, and smartphone addiction will accordingly lessen. It was also discovered that the elevation of self-efficacy could mitigate the level of addiction. Lastly, this study provided parents, education agencies, and other policymakers in the education sector with implications based on these findings. Preventive measures for smartphone addiction and recommendations for future investigations are also given.

This study explored the mediation of mindfulness and perceived hope between perceived social support and mental health literacy in university students. Of 568 students (205 males, 363 females, average age 20.97) from 70 Taiwanese universities, tools like the Perceived Social Support Scale, General Health Questionnaire, Mindful Attention Awareness Scale, and State Hope Scale were used, adapted to Traditional Chinese through back-translation. Confirmatory factor analysis affirmed model validity. Hayes' PROCESS Model 6 analyzed the data. The results showed an indirect effect of social support on mental health literacy via mindfulness and hope (B = 0.091, 95 % CI: 0.0613 to 0.1258). Three mediation paths were: (1) mindfulness (B = 0.035); (2) hope (B = 0.052); and (3) a combined effect (B = 0.003). A direct effect of social support on mental health literacy was significant (B = 0.120). The model explained 33.9 % of the variance in mental health literacy. The research underscores the link between social support, mindfulness, hope, and mental health literacy, identifying mindfulness and hope as mediators. It stresses the mediation impact and suggests strategies to boost mental health literacy in university students. Future research should expand to cross-cultural studies, further examine the evolving dynamics of social support, and incorporate both qualitative and experimental methodologies. The inclusion of factors such as alienation, well-being, and resilience can enrich the theoretical framework.

Academic dishonesty has become a global issue widely studied in many countries. Plagiarism using the Internet is prevalent across the world and seems to be increasing, affecting the reputation of schools and even countries. On the basis of the social cognitive theory and the theory of planned behavior, this study explored the relationship between ethical attitude and academic dishonesty, and we focused on the moderating effect of ethical climate on the relationship. A survey of 1271 students (745 female students, 526 male students; mean age = 16.38 years, SD = 0.76) from 31 senior high schools in Taiwan was conducted and analyzed using hierarchical regression by SPSS 26 to test the hypotheses of this study. The result shows that: (1) Compared with male students, female students had a more positive attitude towards ethical attitude and showed less academic dishonesty. Compared with general senior high school students, vocational senior high school students showed a more positive ethical attitude and a positive ethical climate; (2) ethical attitude was negatively related to academic dishonesty; (3) high ethical climate strengthened the negative relationship between ethical attitude and academic dishonesty. In addition, the theoretical implications, practical implications, and directions for future research are also discussed in this article. The result of the study can be a credible reference for educational researchers and educational administrative systems, when planning ethical-related courses or educational policies for high schools with more emphasis on academic dishonesty and other relevant issues.

In recent decades, scholarly interest has grown in the psychological components of happiness. Savoring belief, or the capacity to attend to, appreciate, and enhance the positive experiences in one’s life, along with resilience and meaning in life, have emerged as significant predictors of enhanced happiness among diverse populations. This research examined the interrelationships among savoring belief, resilience, meaning in life, and happiness. A sample of 561 students from 75 universities in Taiwan, comprising 361 female and 200 male participants with an average age of 20.88 years, participated in an online survey. The study employed various instruments, including the Savoring Belief Inventory, the Subjective Happiness Scale, the Brief Resilience Scale, and the Meaning in Life Questionnaire. These instruments were translated into Traditional Chinese using a back-translation method and subsequently validated for accuracy by specialists in the field. Analysis of the data using Hayes’ PROCESS Model 6 revealed several key insights: (1) savoring belief positively influenced happiness, resilience, and meaning in life with resilience further enhancing happiness and meaning in life; (2) resilience served as a significant mediator in the relationship between savoring belief and happiness; (3) meaning in life significantly mediated the relationship between savoring belief and happiness; (4) a sequential mediation model illustrated the mediating effects of resilience and meaning in life on the relationship between savoring belief and happiness. This study illustrates that, much like a garden requires water, sunlight, and care to flourish, our happiness is cultivated through enhancing our ability to savor the good moments, rebound from challenges, and find deep significance in our lives. We can significantly boost well-being by fostering these qualities—savoring belief, resilience, and a sense of meaning. These findings are particularly relevant for educators, highlighting the critical need to develop these traits in students to promote greater happiness and fulfillment in their lives. Discussions included theoretical implications, educational implications, and avenues for future research.

Amidst growing scholarly interest in the integrative effects of psychological traits on well-being, the roles of coping humor, self-esteem, and resilience as pathways to subjective happiness remain underexplored. This study examined a sequential mediation model among these variables in Taiwanese university students. The sample comprised 524 undergraduates (228 males, 296 females; M = 21.06) from 64 universities across Taiwan. Data were collected via an online survey in September 2023 using validated scales, including the Coping Humor Scale, Rosenberg's Self-Esteem Scale, the Brief Resilience Scale, and the Subjective Happiness Scale. Analyses were conducted using IBM SPSS 27.0 and SmartPLS 4.0, applying descriptive statistics, Pearson correlation, t-tests, ANOVA, and Partial Least Squares Structural Equation Modeling (PLS-SEM). Results confirmed that self-esteem and resilience significantly mediate the relationship between coping humor and subjective happiness, validating the proposed model. Additionally, adaptive humor styles, such as affiliative and self-enhancing humor, significantly predict self-esteem and well-being, mediating the link between self-esteem and happiness. Psychological well-being, subjective happiness, and positive humor styles were positively correlated, reinforcing humor's role in fostering happiness. These findings highlight the potential of enhancing coping humor, resilience, and self-esteem to promote well-being in educational settings. The study also provides theoretical and practical implications, as well as research limitations and future directions.