In university settings, a high level of academic engagement and a strong sense of belonging among students are critical factors that significantly influence their well-being. This study aimed to assess the influence of these factors on the subjective happiness and resilience of university students. The sample comprised 503 university students who completed self-report measures assessing subjective happiness, resilience, belongingness, and academic engagement. The findings revealed that students with a stronger sense of belonging and higher academic engagement exhibited significantly greater subjective happiness and resilience than those with lower attributes. In addition, the social match and dedication subscales positively correlated with subjective happiness, while the social match and cultural capital subscales were positively associated with resilience. Finally, the model developed to examine the relationships among the variables indicated that the social match and identification with university subscales were positively associated with subjective happiness and resilience. Academic engagement did not demonstrate a significant association with either happiness or resilience. The results emphasize the importance of a supportive and engaging academic environment in promoting the well-being of university students. They also underscore the significance of implementing strategies to enhance students' sense of belonging and academic dedication to bolster their psychological resilience and happiness.

This study investigated how different types of feedback influence emotional reactions in decision-making tasks involving high-confidence errors. The sample consisted of 596 undergraduate and postgraduate university students. Participants completed tasks and received either low informative feedback (indicating correctness) or high informative feedback (offering detailed explanations of correct answers). They reported their confidence levels and epistemic emotions of surprise, confusion, and curiosity. Participants reported epistemic emotions after each type of feedback. The results showed that confidence ratings did not differ between correct and incorrect answers. Incorrect answers elicited higher levels of surprise, curiosity, and confusion than correct answers. High informative feedback significantly reduced epistemic emotions, especially confusion, compared to low informative feedback. These results highlight the importance of detailed feedback in shaping epistemic emotions and enhancing learning in problem-solving contexts. Implications for research and teaching practices are discussed.

The present study aimed to examine the role of character virtues in the quality of romantic relationships and friendships during emerging adulthood. The sample included 505 individuals, comprising 269 single and 236 partnered emerging adults. Participants completed three self-report instruments: the Values in Action-114GR (VIA-114GR), Sternberg’s Triangular Love Scale (STLS), and the Friendship Network Satisfaction scale (FNS). Latent Profile Analysis (LPA) applying ipsatization identified three distinct virtue profiles, which were not significantly associated with participants’ relationship status. Concerning friendships, analyses of variance revealed that emerging adults characterized by a balanced virtue profile reported significantly greater perceived closeness than those classified within profiles defined by lower levels of restraint and transcendence virtues. However, no significant differences were observed in the frequency of socializing. Regarding romantic relationships, it was found that different virtue profiles support different love dynamics. Specifically, the results showed that profiles differing in endorsing the knowledge virtue were overrepresented in love profiles characterized by low passion or low commitment. These findings offer significant theoretical contributions and practical implications for strengths-based interventions designed to enhance emerging adults’ social and emotional well-being.

The present study aimed to examine the inter-relationships among trait-, class-, and study-related boredom, as well as their associations with self-efficacy, self-regulation, critical thinking, academic performance, and engagement among university students. The sample comprised 250 undergraduate psychology students who completed self-report measures assessing academic boredom, critical thinking, self-regulation, academic engagement, and academic performance. Using path analysis, the study revealed that academic boredom was negatively correlated with self-regulation, critical thinking, and self-efficacy. The results further revealed that academic boredom was negatively associated with both academic engagement and performance. However, class-related boredom was negatively associated with engagement but not with performance, whereas study-related boredom was negatively associated with both academic performance and engagement. These findings emphasize the importance of addressing specific types of academic boredom in higher education, as each type appears to play a distinct role in shaping students’ academic experiences and outcomes. The study also highlights the need for interventions that promote self-regulation, critical thinking, and self-efficacy as protective factors to mitigate boredom and enhance academic success. Implications for future research and university policies are discussed.