Prior research has found the differential strength of optimism and pessimism in predicting physical health. However, whether similar findings would be obtained in predicting subjective well-being and the possible underlying mechanisms are still unclear. This study examined the relative strength of optimism and pessimism in predicting adolescent life satisfaction and depression, and further explored the possible mediating mechanisms from the perspective of emotion regulation. A sample of 2672 adolescents (M_age = 13.54 years, SD = 1.04; 55.60% boys) completed a survey assessing optimism and pessimism, the habitual use of reappraisal and acceptance strategies, life satisfaction, and depression. The results from dominance analysis revealed that the presence of optimism was more powerful than the absence of pessimism in predicting adolescent life satisfaction, while the absence of pessimism was more powerful than the presence of optimism in predicting adolescent depression. Moreover, mediation models showed that reappraisal and acceptance mediated both the link between optimism and life satisfaction and the link between pessimism and depression. These findings suggest possible avenues for intervening in different aspects of adolescent subjective well-being.

Physical activity enhances subjective well-being, yet the underlying mechanisms remain unclear. This study examined the mediating role of emotion regulation and the moderating influence of gender roles among 896 university students (411 men). Physical activity was positively correlated with life satisfaction ( r = 0.33, p < 0.01) and interpersonal relationship quality ( r = 0.19, p < 0.01), and negatively correlated with depression ( r = –0.23, p < 0.01). Emotion regulation partially mediated these associations. Moderated mediation analyses indicated that the indirect effects were significant only for students adhering to masculine ( β = 0.30, p < 0.01) and feminine ( β = 0.13, p < 0.05) orientations, but not for androgynous or undifferentiated groups. These results highlight that the psychological benefits of physical activity are not uniform but shaped by individual differences in gender-role orientations, underscoring the need for tailored strategies that match students’ gender-role identities when promoting mental health.