Examining the Role of Peace of Mind, Gratitude, and Positive Reappraisal in Predicting Psychological Well-being Among College Students

Examining the Role of Peace of Mind, Gratitude, and Positive Reappraisal in Predicting Psychological Well-being Among College Students | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Examining the Role of Peace of Mind, Gratitude, and Positive Reappraisal in Predicting Psychological Well-being Among College Students Wei Du, Limin Liu This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-4476792/v1 This work is licensed under a CC BY 4.0 License Status: Published Journal Publication published 29 Sep, 2025 Read the published version in BMC Psychology → Version 1 posted 15 You are reading this latest preprint version Abstract This study investigated the relationships between gratitude, positive reappraisal, peace of mind, and psychological well-being among Chinese college students using a cross-sectional design. Participants included 336 undergraduate students from various disciplines, recruited from four universities in mainland China. Self-reported measures assessed gratitude, positive reappraisal, peace of mind, and psychological well-being. Preliminary analyses ensured data quality and addressed potential common method bias. Confirmatory factor analysis supported the hypothesized measurement model, and structural equation modeling revealed significant direct effects of gratitude, positive reappraisal, and peace of mind on well-being. Additionally, gratitude and positive reappraisal demonstrated significant indirect effects on well-being mediated by peace of mind. Measurement invariance testing confirmed that the model operated equivalently across gender groups, supporting the robustness and generalizability of the findings. These results highlight the importance of gratitude, positive reappraisal, and peace of mind in promoting psychological well-being among college students, particularly in high-pressure academic environments. Gratitude Positive reappraisal Peace of mind Psychological well-being College students Academic pressure Mental health Figures Figure 1 Introduction Students navigate a complex and demanding academic environment, encountering stressors such as academic pressure, social challenges, and performance anxieties [ 1 ]. Understanding the factors that contribute to their psychological well-being is crucial for fostering a positive and flourishing learning experience [ 3 ]. While research has explored the independent effects of positive psychological constructs like gratitude [ 4 ] and positive reappraisal [ 5 ] on well-being, a comprehensive understanding of the underlying mechanisms remains elusive. Gratitude, the act of recognizing and cherishing life's positive aspects [ 6 ], has been consistently linked to improved mental health outcomes, such as greater life satisfaction, happiness, and reduced depression and anxiety [ 7 , 8 ]. Positive reappraisal, a coping strategy where stressful experiences are reinterpreted in a more favorable light [ 5 ], has also garnered significant research attention for its role in bolstering psychological well-being. Studies suggest it helps buffer against negative emotions and fosters resilience [ 9 ]. However, existing research on these positive psychology constructs primarily focuses on bivariate relationships with well-being [ 10 , 1 , 7 , 9 ]. A critical gap exists in our understanding of the potential mediating mechanisms through which gratitude and positive reappraisal exert their positive influence on student well-being. This study addresses this gap by introducing the concept of peace of mind as a potential mediator. Peace of mind, characterized by a sense of inner tranquility and emotional stability [ 11 ], has been associated with positive psychological outcomes such as improved physical health, enhanced resilience, and better coping skills [ 12 , 13 ]. We propose that gratitude and positive reappraisal may contribute to student well-being by fostering a sense of peace of mind, which in turn acts as a buffer against stress and negativity. This research offers several novel contributions. First, it investigates the understudied concept of peace of mind within the context of student well-being in China. Second, it goes beyond establishing independent associations by examining the potential mediating role of peace of mind in the relationships between gratitude, positive reappraisal, and well-being. By elucidating these mechanisms, this study provides a more nuanced understanding of how these positive psychology constructs promote mental health among Chinese students. Finally, the findings of this study can inform the development of targeted interventions that cultivate peace of mind alongside gratitude and positive reappraisal practices, ultimately enhancing student well-being in educational settings. Literature Review Dimensions and Determinants of Student Well-being Psychological well-being, a broad term encompassing mental health and flourishing, is central to student success [ 3 ]. It extends beyond merely the absence of distress, embracing a range of subjective experiences, emotional regulation, purpose, and overall quality of life [ 1 ]. Ryff's model [ 3 ] identifies six key dimensions of psychological well-being: self-acceptance, positive relationships, autonomy, environmental mastery, purpose in life, and personal growth. Individuals who exhibit high psychological well-being typically experience greater life satisfaction, positive emotions, and a stronger sense of meaning in their lives [ 14 ]. Moreover, research has linked high levels of well-being to better physical health, quicker recovery from illness, and increased longevity [ 15 ]. Numerous factors influence student well-being, including individual characteristics, social connections, and environmental influences [ 16 ]. Personal attributes such as self-esteem, optimism, and resilience significantly contribute to well-being [ 1 ]. Additionally, the presence of supportive social relationships, a sense of belonging, and a positive social environment are crucial [ 17 ]. Interventions such as mindfulness meditation, positive psychology practices, and cognitive-behavioral therapy have been shown to enhance well-being and coping skills effectively [ 18 , 19 ]. Delving deeper, research reveals a complex interplay of psychological factors that influence well-being. Studies by Di Fabio and Bucci [ 20 ] and Morales-Rodríguez et al. [ 21 ] demonstrate strong positive correlations between life satisfaction, self-esteem, optimism, and psychological well-being among students. These findings highlight the interconnectedness of various affective states and overall well-being. Furthermore, self-efficacy and emotional intelligence (EI) consistently emerge as significant contributors to well-being [ 22 , 23 ]. According to Costa et al. [ 24 ], both of these factors positively impact college students' well-being. Students who possess strong emotional awareness, self-management skills, and a belief in their abilities are more likely to experience greater well-being, underscoring the potential benefits of interventions aimed at cultivating these skills. The importance of positive relationships cannot be overstated. Murray-Harvey [ 25 ] emphasizes the influence of supportive school relationships on student outcomes. Meanwhile, Brunsting et al. [ 26 ] delve deeper, exploring specific sources of perceived social support for international students. They find a significant connection between positive social-emotional experiences and well-being, suggesting that fostering a sense of belonging and social connection is crucial for student mental health. Taken together, a comprehensive understanding of student well-being necessitates a multifaceted approach. Research consistently highlights the interplay between emotions, self-efficacy, emotional intelligence, and positive relationships as key determinants of well-being. Future research efforts should explore targeted interventions that address these factors, with the goal of promoting well-being within educational settings. By doing so, educational institutions can better support the mental health and success of their students. The Role of Gratitude in Enhancing Mental Health Gratitude, a positive emotion experienced when individuals acknowledge and appreciate the good in their lives, has garnered significant attention in psychological research due to its potential impact on well-being and mental health [ 4 ]. Encompassing feelings of thankfulness, appreciation, and recognition of the positive aspects of one's life, gratitude is acknowledged regardless of the magnitude of these positive aspects [ 6 ]. Numerous studies have demonstrated the beneficial effects of gratitude on various facets of psychological well-being. Individuals who regularly engage in gratitude practices report higher levels of life satisfaction, happiness, and positive affect [ 7 , 27 ]. Moreover, gratitude is associated with lower levels of depression, anxiety, and stress, serving as a protective factor against mental health problems [ 8 , 6 ]. One mechanism through which gratitude enhances well-being is by promoting positive social interactions and strengthening relationships. Grateful individuals tend to be more empathetic, compassionate, and prosocial, fostering a sense of connection and belongingness with others [ 28 , 29 ]. Expressing gratitude towards others can strengthen interpersonal bonds and deepen relationships, leading to greater social support and satisfaction [ 30 ]. Additionally, gratitude interventions, such as keeping gratitude journals or writing gratitude letters, have been found to be effective in promoting well-being and mental health. These interventions encourage individuals to focus on the positive aspects of their lives and cultivate a mindset of appreciation [ 4 ]. Research suggests that even brief and simple gratitude exercises can have lasting effects on psychological functioning and subjective well-being [ 31 ]. Furthermore, neuroscientific studies have provided insights into the underlying mechanisms of gratitude and its effects on the brain. Neuroimaging studies have shown that experiencing gratitude activates brain regions associated with reward processing, empathy, and social cognition, indicating its profound impact on neural processes underlying social interactions and emotional regulation [ 32 , 33 ]. This growing body of research underscores the importance of gratitude in fostering psychological well-being among students [ 34 , 35 ]. The positive association between gratitude and well-being extends beyond other well-being predictors like hope and optimism, suggesting a unique influence of gratitude [ 34 ]. Interestingly, gratitude appears to act as a bridge, amplifying the positive effects of social support on student well-being [ 36 , 35 ]. This resonates with the notion that gratitude strengthens positive social connections, potentially explaining its link to well-being [ 37 ]. These findings hold true across diverse student populations, including high school [ 35 ] and university students [ 10 ]. Moreover, research by Jun et al. [ 38 ] suggests that gratitude may extend its benefits beyond general well-being, potentially serving as a buffer against depressive symptoms among nurses. This finding highlights the broader mental health implications of cultivating gratitude. Collectively, these studies point towards gratitude as a powerful tool for enhancing psychological well-being among students. Future research could explore potential mechanisms underlying this association and investigate gratitude interventions tailored to the specific needs of student populations. Peace of Mind and Its Influence on Well-being Peace of mind, a state often sought after by individuals, is a complex and multifaceted concept that has garnered attention across various fields of study. In the realm of psychology, it is often associated with feelings of contentment, tranquility, and emotional well-being [ 11 ]. Moreover, peace of mind has been linked to positive outcomes such as improved physical health, enhanced resilience, and better coping mechanisms in the face of stressors [ 12 , 13 ]. One key factor contributing to peace of mind is the ability to manage and regulate one's emotions effectively. Research by Gross [ 39 ] suggests that individuals who possess strong emotional regulation skills are better equipped to navigate challenging situations and maintain a sense of inner calmness. Similarly, mindfulness practices have been shown to promote peace of mind by fostering present-moment awareness and acceptance of one's experiences [ 40 ]. Furthermore, social support plays a crucial role in fostering peace of mind. Studies have demonstrated that having a strong network of supportive relationships can buffer against the negative impact of stressors and promote psychological well-being [ 41 , 42 ]. This highlights the importance of interpersonal connections in cultivating a sense of security and peace within individuals. In addition to psychological factors, environmental influences also contribute to peace of mind. For instance, access to safe and stable living conditions, such as secure housing and neighborhoods, has been associated with higher levels of subjective well-being [ 2 ]. Similarly, environmental factors such as natural landscapes and green spaces have been shown to promote relaxation and reduce stress levels [ 43 ]. The concept of "peace of mind" emerges as a significant factor influencing student well-being, though research explores it from various angles. Studies by Sophie et al. [ 44 ] and Yu et al. [ 45 ] link peace of mind directly to subjective well-being and positive emotions, suggesting that a state of inner tranquility fosters a more positive outlook. Further research delves into the potential consequences of peace of mind for student behavior. Datu's work [ 46 , 47 ] in the Philippine context demonstrates a positive association between peace of mind and academic engagement and achievement. Students experiencing peace of mind appear to be more motivated and successful academically. Interestingly, Constantinou et al. [ 48 ] highlight the potential for interventions promoting "peace of mind" (PEACE) to enhance psychological support for medical students. This suggests that fostering a sense of inner calm may be particularly crucial for student populations facing high levels of stress. It is important to note that the research on peace of mind is not limited to student populations. Fu et al. [ 49 ] explore the connection between peace of mind and life satisfaction among dentists, suggesting a broader applicability of this concept to mental well-being. In conclusion, the concept of peace of mind holds promise for understanding and promoting student well-being. Future research could explore the specific mechanisms by which peace of mind fosters positive emotions, academic engagement, and overall well-being. Additionally, investigations into interventions designed to cultivate peace of mind among students could provide valuable tools for supporting mental health in educational settings. Positive Reappraisal as a Coping Mechanism Positive reappraisal, a cognitive coping strategy that involves reinterpreting stressful or negative events in a more positive light, has been extensively studied within the context of resilience and psychological well-being [ 5 ]. This adaptive mechanism allows individuals to shift their perspective, finding meaning, growth, or opportunities for personal development amid challenging circumstances [ 9 ]. Research consistently indicates that those who engage in positive reappraisal experience fewer negative emotions and greater psychological resilience when facing adversity [ 9 ]. By reframing stressful situations in a more positive or meaningful way, individuals can significantly mitigate the impact of stressors on their mental health and well-being [ 5 ]. Moreover, positive reappraisal has been associated with improved coping strategies, adaptive functioning, and overall life satisfaction [ 50 ]. A key aspect of positive reappraisal is its capacity to help individuals find silver linings or perceive potential benefits in difficult circumstances. This cognitive restructuring process allows individuals to focus on their personal strengths, resources, and opportunities for growth, fostering a sense of empowerment and control [ 51 ]. Additionally, positive reappraisal facilitates a sense of coherence and meaning-making, enabling individuals to construct narratives that emphasize resilience, learning, and personal development in the face of adversity [ 52 ]. Positive reappraisal is not only beneficial psychologically but also physiologically. Studies have demonstrated that individuals who engage in positive reappraisal exhibit lower levels of physiological arousal and stress reactivity, along with enhanced immune functioning [ 9 , 53 ]. Furthermore, this coping strategy has been linked to greater psychological well-being, including higher levels of self-esteem, optimism, and positive affect [ 50 ]. However, the effectiveness of positive reappraisal can vary depending on individual differences, contextual factors, and the nature of the stressor. While some individuals may naturally gravitate toward positive reappraisal as a coping strategy, others may require training or intervention to develop this skill [ 9 ]. Additionally, certain stressors may be more amenable to positive reappraisal than others, highlighting the need for flexibility and adaptability in coping strategies [ 51 ]. Several studies underscore the potential of positive reappraisal, particularly as a cognitive emotion regulation strategy, to enhance student well-being [ 54 , 55 , 56 ]. Studies by Riepenhausen et al. [ 54 ] and Shum et al. [ 57 ] provide robust evidence for this association across diverse age groups, including early adolescence and university students. Positive reappraisal appears to function in two key ways. First, it acts as a buffer against negative emotions, particularly those stemming from academic challenges, suggesting that students who can reframe stressful situations in a more positive light experience less psychological distress [ 55 ]. Second, research by Pogrebtsova et al. [ 56 ] demonstrates that interventions promoting positive reappraisal can lead to daily improvements in well-being among university students. Interestingly, Haga et al. [ 58 ] highlight the potential for cultural variations in the effectiveness of positive reappraisal. Future research could explore how cultural contexts influence students' use and benefits of this strategy. In conclusion, a growing body of research suggests that positive reappraisal offers a promising avenue for promoting student well-being. Further investigation into the mechanisms of this association and the development of culturally-sensitive interventions could optimize the use of positive reappraisal to support student mental health. The Structural Model This study proposes a theoretical model informed by prior research to investigate the interplay between gratitude, positive reappraisal, peace of mind, and psychological well-being among students. Building on a well-established body of evidence, we posit a direct positive association between gratitude and psychological well-being (H1) [ 1 , 7 , 27 ]. Research consistently demonstrates that gratitude fosters positive emotions, life satisfaction, and happiness [ 7 , 27 ]. Furthermore, gratitude appears to act as a protective factor against mental health concerns such as depression, anxiety, and stress [ 8 , 6 ], ultimately promoting overall mental well-being. Similar to gratitude, the model posits a direct positive association between positive reappraisal and psychological well-being (H2) [ 5 , 50 , 9 ]. Individuals who utilize positive reappraisal strategies experience less negative emotions and exhibit greater resilience in the face of stress [ 9 ]. By reframing challenges in a more positive light, students can mitigate the negative impact on mental health and cultivate a sense of empowerment and control [ 51 ]. Positive reappraisal is associated with improved coping mechanisms, enhanced psychological well-being, and higher levels of self-esteem, optimism, and positive affect [ 50 ]. This study goes beyond these established relationships by introducing peace of mind as a potential mediator in the model (H3 & H4). Peace of mind, characterized by feelings of contentment, tranquility, and emotional well-being, is associated with positive student outcomes [ 11 , 13 ]. We propose that gratitude practices, by fostering appreciation and positive social interactions, may cultivate a sense of inner peace [ 28 , 29 ]. This heightened peace of mind, in turn, could contribute to enhanced well-being [ 11 ]. Similarly, positive reappraisal, by enabling individuals to find meaning and growth in challenging situations, may promote a sense of inner calm and peace of mind [ 52 ]. This state of peace of mind could then act as a bridge, leading to improved psychological well-being [ 44 , 45 ]. By examining these potential mediating effects, our model offers a more nuanced understanding of how gratitude and positive reappraisal contribute to student mental health. Methods Participants and Procedures This study employed a cross-sectional design to investigate the relationships between gratitude, positive reappraisal, peace of mind, and psychological well-being among Chinese college students. Participants were undergraduate students from various disciplines, including humanities, social sciences, natural sciences, engineering, and business. Participants were recruited through a convenience sampling approach from four universities located in four provinces in mainland China: Beijing, Guangdong, Sichuan, and Shandong. A total of 336 students participated in the study, with 45.8% male (n = 154) and 54.2% female (n = 182). The ages of the participants ranged from 18 to 22 years old, with a mean age of 21.16 years (SD = 1.79). The sample included students from diverse socio-economic backgrounds, representing both urban and rural areas, and encompassing varying levels of academic performance. Additionally, the participants were predominantly in their second and third years of study. Following ethical approval from the Institutional Review Board (IRB) of the affiliated university overseeing the participating universities, the study was introduced to university administrators and faculty members. With their cooperation, researchers presented informative sessions to students detailing the study's purpose, procedures, and the importance of mental well-being during adolescence. Informed consent forms were distributed to students, and those who were 18 years or older provided their own informed consent. Data collection was conducted online during class time under faculty supervision using Wjx (formerly Wenjuanxing) ( https://www.wjx.cn/ ), a secure online survey platform commonly used for educational research in China. The survey commenced with an informed consent form and a brief explanation of the study's purpose and anonymity procedures. Participants then completed a series of self-report questionnaires assessing gratitude, positive reappraisal, peace of mind, and psychological well-being. The survey, designed to take approximately 10–15 minutes, was entirely voluntary and confidential, with no incentives offered for participation. The data collection period spanned four weeks, from late October to mid-November of 2023. Instruments This study employed several well-established scales to assess various psychological constructs. Psychological Well-being We utilized the Scale of Psychological Well-being (SPWB) developed by Ryff and Keyes [ 14 ] to measure participants' overall sense of well-being. This 18-item questionnaire uses a Likert scale format, where participants rate their agreement with various statements on a scale of 1 (strongly disagree) to 6 (strongly agree). The SPWB assesses six key dimensions of psychological well-being: autonomy (independence), environmental mastery (feeling in control of your surroundings), personal growth (a sense of continual development), positive relations (healthy and fulfilling relationships), purpose in life (having a sense of direction), and self-acceptance (feeling good about oneself). Scores for each dimension are combined to create a total well-being score, with higher scores indicating a greater sense of overall psychological well-being. Gratitude A Gratitude Scale adapted from McCullough et al. [ 59 ] was used to assess participants' levels of gratitude. This scale originally consisted of six items rated on a 7-point scale (1 = strongly disagree, 7 = strongly agree). The scale has demonstrated good reliability in various populations, including adults, adolescents, and even within a Chinese context [ 59 , 60 ]. To better suit the target population of Chinese students, we modified the original scale by rephrasing the wording of the items and adjusting the response scale to a 5-point format (1 = strongly disagree, 5 = strongly agree). Positive Reappraisal To evaluate how participants coped with stressful situations through positive reappraisal, we employed the reappraisal subscale of the Cognitive Emotion Regulation Questionnaire (CERQ) developed by Garnefski and Kraaij [ 61 ]. This 4-item subscale (demonstrating strong internal consistency in our sample) uses a Likert scale format to assess how often individuals utilize positive reappraisal strategies in response to challenges. Examples of items within this subscale include statements like "I think I can become a stronger person as a result of what happened." Peace of Mind We employed the Peace of Mind Scale (PoMS) developed by Lee et al. [ 62 ] to gauge participants' experience of inner peace in their daily lives. This 7-item instrument utilizes a 5-point Likert scale, with responses ranging from "not at all" (1) to "all of the time" (5). Participants indicate their level of agreement with statements that capture feelings of internal peace and harmony, such as "I have peace and harmony in my mind" and conversely, "It is difficult for me to feel settled." Higher scores on the PoMS correspond to greater levels of peace of mind. Statistical Analysis A robust statistical framework was employed to meticulously analyze the data and rigorously assess the hypothesized relationships between the study variables. To mitigate potential common method bias (CMB) inherent in self-reported data [ 63 ], a multifaceted approach was implemented. Convergent and discriminant validity assessments were conducted to ensure the measurement model's quality [ 64 ], guaranteeing that the constructs accurately captured their intended theoretical underpinnings. Confirmatory factor analysis (CFA) was then utilized to evaluate the model's adequacy [ 65 ]. Descriptive statistics and reliability coefficients were computed for each construct, providing insights into central tendency, dispersion, and normality of the data distribution. Structural equation modeling (SEM) was subsequently deployed to explore the hypothesized relationships within the structural model. Various fit indices were employed to assess the model's overall tenability. These included the root mean square error of approximation (RMSEA), with values closer to 0.06 indicating an acceptable fit [ 66 ]. Additionally, the standardized root mean square residual (SRMR) below 0.08 was considered satisfactory [ 66 ]. We aimed for a chi-square to degrees-of-freedom ratio between 1 and 3, and a comparative fit index (CFI) exceeding 0.90 [ 67 ]. Furthermore, other criteria encompassed a goodness-of-fit index (GFI) exceeding 0.90 and a Tucker-Lewis index (TLI) surpassing 0.90 [ 68 ]. Results Initial Data Quality and Suitability Checks Prior to conducting the main analyses, we ensured data quality and suitability for structural equation modeling (SEM) through a series of preliminary checks [ 69 ]. Missing data patterns were assessed using Little's Missing Completely at Random (MCAR) test [ 70 ]. A non-significant result (p = 0.08) indicated that missing data were likely random. The percentage of missing data across all variables was relatively low, with an average missing data rate of 2.5%. Given the low percentage of missing data and the MCAR test results, full information maximum likelihood (FIML) imputation, a common technique for SEM analysis [ 71 ], was deemed unnecessary. The minimal impact of missing data on our dataset enhances the robustness and reliability of the subsequent analyses. We also employed two methods to identify potential outliers: examining Mahalanobis distance and analyzing standardized residuals [ 72 ]. Cases exceeding a critical chi-square value for Mahalanobis distance at p < 0.001 (χ² = 18.47 for our model with df = 4) or with standardized residuals exceeding +/- 3.29 were considered potential outliers. This process identified five cases. Upon further investigation, two cases exhibited extreme values that could significantly distort the results. These cases had Mahalanobis distances well beyond the critical value, indicating they were likely to be influential outliers. Consequently, these two cases were excluded from the final analysis to maintain the integrity of the results. The remaining three cases displayed moderate deviations but did not excessively exceed the critical chi-square value or standardized residual threshold. To minimize their impact on the overall analysis while preserving data integrity, these cases were retained after winsorizing. Winsorizing involved replacing extreme values with the closest non-outlier values, reducing the potential for these outliers to skew the results disproportionately. This approach ensured that the data remained representative of the sample while mitigating the influence of anomalous values. Measurement Model CFA was conducted using AMOS software to evaluate the hypothesized measurement model. This analysis assessed the underlying factor structure of the latent constructs in the study: gratitude, peace of mind, positive reappraisal, and psychological well-being. Despite a significant chi-square statistic (χ² = 225.43, p < .001), which is known to be sensitive to sample size [ 66 ], the remaining fit indices provided robust support for the adequacy of the measurement model. The chi-square statistic often indicates a significant result in large samples due to its sensitivity to sample size, making it less reliable as a sole indicator of model fit [ 73 ]. Therefore, it is essential to consider additional fit indices that are less influenced by sample size. Specifically, the RMSEA of 0.062 (acceptable: ≤ 0.08), the SRMR of 0.047 (acceptable: ≤ 0.08), the CFI of 0.931 (good: ≥ 0.90), and the TLI of 0.918 (good: ≥ 0.90) all fell within or exceeded recommended benchmarks [ 66 ]. These indices provide a more accurate assessment of model fit as they are less influenced by sample size and offer a holistic view of the model's adequacy. These results suggest a good fit between the hypothesized model and the observed data. In other words, the measurement model, where each latent construct (gratitude, peace of mind, positive reappraisal, and psychological well-being) was operationalized by its designated indicators, demonstrated a statistically sound representation of the underlying psychological constructs within the study. This finding strengthens our confidence that the chosen measures adequately captured the intended theoretical constructs. Common Method Bias Common method bias (CMB) can potentially inflate observed relationships among variables due to the use of self-reported measures collected at a single time point [ 74 ]. To address this concern, we implemented several strategies. First, we employed well-established and validated measures with distinct wording and response scales for each construct (gratitude, peace of mind, positive reappraisal, psychological well-being). This methodological approach helps to reduce the likelihood that participants' responses are influenced by a single underlying factor, such as social desirability bias, where participants tend to report themselves in a more favorable light. Second, we conducted a post-hoc test for CMB using Harman's one-factor test [ 75 ]. This involved entering all measurement items from the study constructs into an exploratory factor analysis (EFA) to assess the number of extracted factors and the variance explained by the first factor. A single dominant factor explaining a large proportion (typically over 50%) of the variance would suggest potential CMB concerns. The results of the one-factor EFA indicated that the initial extraction yielded four factors. The first factor explained 39.06% of the total variance, which is well below the 50% threshold proposed by Harman [ 75 ] to indicate significant CMB risk. To further ensure the robustness of our assessment, we employed the marker variable technique, which involves including a theoretically unrelated marker variable to test for CMB [ 76 ]. In our study, we included a marker variable measuring participants' preference for outdoor activities. The low correlation between the marker variable and the main constructs (ranging from 0.02 to 0.05) suggested that CMB was not a significant issue. Additionally, we performed a CFA using a single-factor model to compare its fit with the multi-factor model. The single-factor model demonstrated a poor fit (χ² = 562.78, df = 170, RMSEA = 0.122, CFI = 0.674), reinforcing that a single factor could not account for the variance in our data. In contrast, the multi-factor model showed good fit indices as previously reported. These comprehensive assessments provide robust evidence that CMB is unlikely to be a major confounding factor in the present study, thereby strengthening the confidence in the validity of our results. Descriptive Statistics and Reliability Table 1 presents the descriptive statistics and internal consistency estimates for the study variables. Means (M) and standard deviations (SD) are reported for each construct. Cronbach's alpha (α), a measure of internal consistency reliability, ranged from .81 to .89, exceeding the recommended threshold of .70, indicating good internal consistency for all the measures employed in the study. Table 1 Descriptive Statistics and Internal Consistency Construct M (SD) Cronbach's α Skewedness Kurtosis Gratitude 3.82 (0.74) .87 -0.32 0.21 Positive Reappraisal 4.15 (0.68) .81 -0.18 0.09 Peace of Mind 4.38 (0.59) .89 -0.07 -0.12 Well-being 3.97 (0.71) .86 -0.25 0.14 Skewness and kurtosis statistics were also examined to assess normality of the data distribution. While slight negative skew was observed for gratitude, positive reappraisal, and well-being (-0.32, -0.18, -0.25, respectively), the values fell within the acceptable range of ± 2.0 [ 72 ]. Kurtosis values for all constructs were close to zero, suggesting no significant deviations from normality. Overall, these findings suggest that the data distribution met the assumptions for the subsequent analyses employed in this study. Table 2 Convergent and Discriminant Validity and Correlations Construct AVE 1 2 3 4 Gratitude 0.72 0.85 Positive Reappraisal 0.68 .52** 0.83 Peace of Mind 0.81 .48** .45** 0.90 Well-being 0.74 .56** .42** .51** 0.86 Note. Square root values of AVE are shown on the diagonal (bold). Correlation values are below the diagonal and statistically significant at p < .01 level (**). Table 2 presents the average variance extracted (AVE) and correlations among the study variables. The AVE reflects the amount of variance in a construct captured by its indicators [ 64 ]. All AVE values exceeded the recommended threshold of .50 [ 69 ], ranging from .68 for positive reappraisal to .81 for peace of mind. This suggests that each construct explains a substantial amount of variance in its respective measures. Square root values of the AVE are displayed along the diagonal of Table 2 in bold font for ease of interpretation. The table also presents the correlation coefficients between the study constructs. All correlations were statistically significant at the p < .01 level (denoted by **) and ranged from .42 (between positive reappraisal and well-being) to .85 (between gratitude and positive reappraisal). While these correlations indicate positive relationships among the constructs, none exceeded the .90 threshold, suggesting good discriminant validity [ 69 ]. This implies that the constructs are distinct, yet share some underlying variance. Structural Equation Modeling The hypothesized model, illustrating the relationships among gratitude, positive reappraisal, peace of mind, and psychological well-being, was assessed using structural equation modeling (SEM) with AMOS software (version 26.0). The overall fit indices indicated an acceptable fit to the data: χ² (120) = 321.47, p < .001, χ²/df = 2.68; RMSEA = 0.071 (within the acceptable range: ≤ 0.08); SRMR = 0.054 (within the acceptable range: ≤ 0.08); CFI = 0.917 (good: ≥ 0.90); and TLI = 0.892 (acceptable: ≥ 0.90). Although the chi-square statistic was significant (p < .001), it is important to acknowledge its sensitivity to sample size, which can limit its reliability as a sole measure of model fit [ 66 ]. The additional fit indices, which are less influenced by sample size, provided stronger evidence supporting the model's adequacy. To further substantiate the proposed model structure, we conducted comparisons with alternative models. Specifically, we evaluated the hypothesized model against two alternatives: a direct effects model and a null model. The direct effects model included direct paths from gratitude and positive reappraisal to psychological well-being, excluding peace of mind as a mediator. The fit indices for this model were: χ² (123) = 415.32, p < .001, χ²/df = 3.38; RMSEA = 0.091; SRMR = 0.068; CFI = 0.882; TLI = 0.861. The poorer fit of this model compared to the hypothesized model underscores the importance of incorporating peace of mind as a mediator in the relationships between gratitude, positive reappraisal, and psychological well-being. The null model assumed no relationships among the constructs, serving as a baseline for comparison. The fit indices for the null model were: χ² (136) = 1532.61, p < .001, χ²/df = 11.27; RMSEA = 0.192; SRMR = 0.137; CFI = 0.000; TLI = 0.000. As anticipated, the null model showed a significantly poorer fit compared to both the hypothesized and direct effects models. The comparisons with these alternative models demonstrated that the hypothesized model provided a significantly better fit to the data. This highlights the critical role of peace of mind as a mediator and further validates the proposed model structure, supporting the robustness and validity of our findings. The standardized path coefficients for the hypothesized relationships are presented in Fig. 1 , along with their corresponding significance levels. All path coefficients were statistically significant (p < .05), indicating that each hypothesized relationship contributed meaningfully to the model. Table 3 provides a more detailed breakdown of these path coefficients, including bias-corrected confidence intervals (BC-CI), to offer a more precise understanding of the estimated effects. Table 3 Path Coefficients of SEM Results Path Direct Effects Indirect Effects Total Effects Gratitude → Well-being β = 0.334 β = 0.167 β = 0.501 BC-CI [0.250, 0.418] BC-CI [0.120, 0.210] BC-CI [0.420, 0.580] p < .001 p < .001 p < .001 Positive Reappraisal → Well-being β = 0.274 β = 0.140 β = 0.414 BC-CI [0.200, 0.348] BC-CI [0.100, 0.180] BC-CI [0.330, 0.490] p < .001 p < .001 p < .001 Peace of Mind → Well-being β = 0.446 BC-CI [0.370, 0.522] p < .001 Gratitude → Peace of Mind β = 0.375 BC-CI [0.300, 0.450] p < .001 Positive Reappraisal → Peace of Mind β = 0.314 BC-CI [0.240, 0.388] p < .001 Table 3 reveals significant positive direct effects of gratitude (β = 0.334, BC-CI [0.250, 0.418], p < .001), positive reappraisal (β = 0.274, BC-CI [0.200, 0.348], p < .001), and peace of mind (β = 0.446, BC-CI [0.370, 0.522], p < .001) on psychological well-being. In other words, for every one-unit increase in gratitude, positive reappraisal, or peace of mind, there is a corresponding increase in psychological well-being, ranging from 0.250 to 0.418 units for gratitude, 0.200 to 0.348 units for positive reappraisal, and 0.370 to 0.522 units for peace of mind. The model also revealed significant positive direct effects of gratitude (β = 0.375, BC-CI [0.300, 0.450], p < .001) and positive reappraisal (β = 0.314, BC-CI [0.240, 0.388], p < .001) on peace of mind. This suggests that individuals who report higher levels of gratitude and positive reappraisal also tend to experience greater peace of mind. Examining the indirect effects through peace of mind, gratitude showed a significant indirect effect on well-being (β = 0.167, BC-CI [0.120, 0.210], p < .001), indicating that gratitude partially influences well-being by fostering greater peace of mind. Similarly, positive reappraisal displayed a significant indirect effect on well-being (β = 0.140, BC-CI [0.100, 0.180], p < .001), suggesting that positive reappraisal contributes to well-being by promoting peace of mind. Finally, the table presents the total effects of gratitude and positive reappraisal on well-being. The total effect of gratitude on well-being (β = 0.501, BC-CI [0.420, 0.580], p < .001) incorporates both the direct effect and the indirect effect channeled through peace of mind. Similarly, the total effect of positive reappraisal on well-being (β = 0.414, BC-CI [0.330, 0.490], p < .001) reflects both the direct and indirect effects. Measurement Invariance Testing Ultimately, to ensure that the hypothesized model operates equivalently across different groups, we conducted a series of measurement invariance tests. These tests assessed configural, metric, scalar, and strict invariance across gender groups (male and female students). The configural model, which imposed no equality constraints across groups, demonstrated an acceptable fit to the data: χ² (240) = 530.45, p < .001, CFI = 0.912, TLI = 0.899, RMSEA = 0.058, SRMR = 0.049. This baseline model confirms that the general structure of the model is consistent across gender groups. To test metric invariance, we constrained the factor loadings to be equal across groups. The metric invariance model also showed a good fit: χ² (252) = 542.67, p < .001, CFI = 0.910, TLI = 0.901, RMSEA = 0.057, SRMR = 0.050. The small change in fit indices (ΔCFI = 0.002) indicates that the factor loadings are invariant across gender, suggesting that male and female students interpret the constructs similarly. Next, we assessed scalar invariance by constraining both the factor loadings and intercepts to be equal across groups. The scalar invariance model fit the data well: χ² (264) = 556.12, p < .001, CFI = 0.908, TLI = 0.900, RMSEA = 0.056, SRMR = 0.051. The minimal change in fit indices (ΔCFI = 0.002) supports scalar invariance, indicating that the relationships between the constructs and their indicators are consistent across gender groups. Finally, we tested strict invariance by constraining the factor loadings, intercepts, and residual variances to be equal across groups. The strict invariance model demonstrated an acceptable fit: χ² (276) = 569.89, p < .001, CFI = 0.907, TLI = 0.899, RMSEA = 0.057, SRMR = 0.052. The small change in fit indices (ΔCFI = 0.001) confirms strict invariance, suggesting that both the measurement errors and the constructs are similarly understood across male and female students. These results confirm that the hypothesized model is invariant across gender groups, supporting the generalizability and robustness of our findings across male and female students. Discussion The current study aimed to examine the relationships between gratitude, positive reappraisal, peace of mind, and psychological well-being among Chinese students. The findings provide strong support for the hypothesized model, with gratitude and positive reappraisal directly associated with psychological well-being, and peace of mind acting as a mediator in these relationships. These results contribute to our understanding of the factors that promote mental well-being among students in a Chinese context. Our study's finding of a direct positive relationship between gratitude and psychological well-being among students aligns with a growing body of research in positive psychology [ 4 , 34 , 35 ]. This strengthens the understanding of gratitude as a valuable tool for promoting mental health in educational settings. One potential mechanism underlying this association lies in gratitude's ability to cultivate positive emotions and a more optimistic outlook [ 7 , 27 ]. By encouraging students to focus on the positive aspects of their lives, gratitude practices may counter negative thought patterns and foster a sense of appreciation, contributing to higher levels of life satisfaction and overall well-being [ 1 ]. Furthermore, our findings resonate with the notion that gratitude strengthens social connections, a well-established contributor to well-being [ 26 , 17 ]. Grateful individuals tend to be more empathetic, compassionate, and prosocial [ 28 , 29 ]. This fosters positive social interactions and strengthens relationships with peers and teachers, potentially leading to a greater sense of belonging and support within the school environment – a key factor influencing student mental health [ 25 ]. Interestingly, our research aligns with studies highlighting gratitude's role as a potential amplifier of the positive effects of social support on well-being [ 36 , 35 ]. This suggests that gratitude may not only directly enhance well-being but also act as a catalyst, maximizing the benefits students derive from supportive social networks. This resonates with the idea that gratitude strengthens positive social connections, creating a reinforcing cycle that fosters well-being [ 37 ]. Our findings add to the existing literature by specifically focusing on students, a population facing unique academic pressures and social challenges. Prior research has documented the positive association between gratitude and well-being in diverse student populations, encompassing high school and university students [ 10 , 35 ]. Our study strengthens this link within the context of a high-pressure academic environment, highlighting gratitude's potential as a buffer against stress and a promoter of mental well-being for students. Our study's finding of a positive association between positive reappraisal and psychological well-being aligns with a well-established body of research on cognitive emotion regulation strategies [ 5 , 50 , 9 ]. This strengthens the understanding of positive reappraisal as a valuable coping mechanism for students navigating the challenges of academic life. One potential explanation for this association lies in positive reappraisal's ability to buffer against the negative emotions often associated with academic stressors [ 55 ]. By reframing stressful situations, such as exam pressure or challenging coursework, in a more positive light, students who utilize positive reappraisal may experience less anxiety, frustration, and other negative emotions that can hinder well-being [ 51 ]. This emotional buffering effect allows students to maintain a more positive outlook and emotional state, contributing to overall well-being. In addition, positive reappraisal may promote well-being by fostering a sense of self-efficacy and control. When students reframe challenges as opportunities for growth or learning experiences, they perceive themselves as having more agency and ability to navigate difficulties [ 52 ]. This sense of control empowers students and fosters resilience in the face of academic pressures, ultimately contributing to a more positive and well-adjusted state of being. Our findings also resonate with research highlighting the role of positive reappraisal in promoting meaning-making [ 5 ]. By reframing challenges in a way that emphasizes potential benefits or personal growth, positive reappraisal allows students to construct a narrative that gives meaning to their experiences. This sense of purpose and meaning can be a powerful buffer against stress and contribute to a more positive and fulfilling academic experience [ 3 ]. This most significant contribution of this study lies in its demonstration of peace of mind as a mediating factor in the relationships between both gratitude and positive reappraisal with psychological well-being. This finding sheds new light on the underlying processes through which these positive psychological constructs promote mental health in students. Prior research has established positive associations between gratitude, positive reappraisal, and well-being, but the current study goes beyond these bivariate correlations [ 10 , 1 , 7 , 9 ]. By introducing peace of mind as a mediator, we illuminate a potential pathway for how gratitude and positive reappraisal exert their positive influence on student well-being. The mediating role of peace of mind suggests that both gratitude and positive reappraisal may contribute to well-being by fostering a sense of inner calmness and emotional stability. When students cultivate gratitude for the positive aspects of their lives, it may lead to a more peaceful and content state of mind [ 11 ]. Similarly, positive reappraisal, by reframing challenges and fostering a sense of control, may promote emotional regulation and inner peace [ 39 ]. This newfound peace of mind may then serve as a buffer against stress and negativity, ultimately leading to a more positive and flourishing state of well-being [ 12 , 13 ]. This framework aligns with research highlighting the multifaceted nature of well-being, encompassing not just positive emotions but also emotional regulation and a sense of calmness [ 3 ]. Our findings suggest that gratitude and positive reappraisal may work in part by promoting this emotional equilibrium, paving the way for a more positive and well-adjusted experience of student life. Conclusion and Implications This study contributes to the growing body of research exploring the positive psychological resources that promote well-being among adolescents. By employing SEM and analyzing data from Chinese high school students, we found that gratitude, positive reappraisal, and peace of mind play significant roles in fostering psychological well-being. Results indicated that both gratitude and positive reappraisal have direct positive effects on well-being. This suggests that cultivating an appreciative outlook and actively seeking the positive aspects of challenging situations can contribute to greater psychological well-being for adolescents. Furthermore, peace of mind emerged as a crucial mediator, highlighting the indirect pathways through which gratitude and positive reappraisal influence well-being. In other words, fostering a sense of peace of mind appears to be a key mechanism by which these positive psychological resources promote better overall mental health. This study contributes valuable insights with the potential to advance both theoretical understanding and practical applications in the field of positive psychology. The current research sheds light on the intricate interplay between gratitude, positive reappraisal, peace of mind, and overall well-being. Our findings highlight the critical role of peace of mind as a mediator in the pathways linking these positive psychological resources to well-being. This underscores the importance of incorporating peace of mind into future models examining positive psychology constructs. Building on this foundation, future research could delve deeper into the underlying mechanisms by which gratitude and positive reappraisal foster peace of mind. A clearer understanding of these mechanisms could pave the way for the development of more targeted interventions designed to cultivate these positive states. The significant positive relationships observed between gratitude, positive reappraisal, peace of mind, and well-being suggest that interventions aimed at promoting these constructs could be instrumental in enhancing psychological well-being among adolescents. This finding holds particular relevance for adolescents in high-pressure academic environments, such as those prevalent in China. The development of school-based programs or online resources that teach adolescents gratitude practices, positive reframing techniques, and mindfulness exercises to cultivate inner peace could be particularly beneficial. Furthermore, these interventions could be integrated with existing programs focused on stress management and emotional regulation, offering a more comprehensive approach to promoting mental well-being among adolescents. By fostering gratitude, positive reappraisal skills, and peace of mind, such interventions have the potential to equip adolescents with valuable coping mechanisms to navigate the challenges of academic pressure and contribute to their overall well-being. Building on the present study, future research could explore the long-term effects of interventions promoting gratitude, positive reappraisal, and peace of mind on adolescent well-being. Additionally, investigating potential moderators of these relationships, such as personality traits or social support networks, could provide valuable insights into tailoring interventions for optimal effectiveness. Ultimately, this line of research holds promise for informing the development of evidence-based interventions to cultivate positive psychological states and enhance well-being among adolescents, particularly in demanding academic settings. While this study offers valuable insights, it is essential to acknowledge several limitations. One constraint is the cross-sectional design employed. This design captures data at a single point in time, hindering our ability to establish definitive causal relationships between the investigated variables. For instance, while the study revealed that gratitude and positive reappraisal are associated with greater peace of mind and well-being, it cannot definitively determine if cultivating gratitude or positive reframing skills directly leads to increased peace of mind and well-being over time. Future research utilizing longitudinal designs, which collect data over an extended period, would be better suited to establish causal inferences. Another limitation is the reliance on self-reported measures. This approach is susceptible to social desirability bias, where participants may tend to report their experiences in a way that aligns with perceived social norms. Incorporating multi-informant methods, such as gathering data from teachers or peers alongside student self-reports, could provide a more well-rounded picture of student well-being and potentially mitigate social desirability bias. Finally, the generalizability of the findings may be limited due to the study's focus on a specific population – Chinese high school students. Cultural context can significantly influence psychological constructs like gratitude and peace of mind. Future research should aim to replicate these findings in more diverse populations and cultural environments to enhance the generalizability of the results. Declarations Data Availability To ensure participant privacy, the datasets generated and analyzed during this study are not publicly available. However, the corresponding author can provide them upon reasonable request, following a data access agreement that outlines responsible use and anonymization procedures. Author Contributions Both Wei Du and Limin Liu substantially contributed to all stages of this research article. This includes conceptualizing the study design, developing the methodology, drafting the manuscript, and revising it collaboratively. Ethical Approval The Psychological Health Education and Counseling Center at Jiaozuo Normal College ethically approved this study. All procedures adhered to the ethical standards set forth by the institution's research committee and the national research guidelines. Additionally, they followed the principles outlined in the Declaration of Helsinki and its subsequent amendments. Informed Consent Participation in this research was entirely voluntary. The study did not involve any procedures that could cause physical, emotional, or psychological harm to the participants. It also minimized privacy risks and did not raise any major ethical concerns. Written informed consent was obtained from all participants, emphasizing the voluntary nature of their involvement. Participants were clearly informed of their right to withdraw from the study at any point without consequence. Before commencing the tasks, they received thorough explanations about the research procedures and what to expect during the study. Funding This research was financially supported by the program of Philosophy and Social Science in Henan Province (Grant Number: 2023BKS020). Competing Interests The authors declare no conflicts of interest that could have influenced the design, conduct, analysis, or reporting of this research. Consent for Publication This section is not applicable for this research article. References Diener E, Suh EM, Lucas RE, Smith HL. Subjective well-being: Three decades of progress. Psychol Bull. 1999;125(2):276–302. https://doi.org/10.1037/0033-2909.125.2.276 . Diener E, Suh E, Oishi S. (1997). Recent findings on subjective well-being. Indian J Clin Psychol. Ryff CD. Happiness is everything, or is it? Explorations on the meaning of psychological well-being. J Personal Soc Psychol. 1989;57(6):1069–81. https://doi.org/10.1037/0022-3514.57.6.1069 . Emmons RA, McCullough ME. Counting blessings versus burdens: An experimental investigation of gratitude and subjective well-being in daily life. J Personal Soc Psychol. 2003;84(2):377–89. https://doi.org/10.1037/0022-3514.84.2.377 . Folkman S, Moskowitz JT. Positive affect and the other side of coping. Am Psychol. 2000;55(6):647–54. https://doi.org/10.1037/0003-066X.55.6.647 . Wood AM, Froh JJ, Geraghty AWA. Gratitude and well-being: A review and theoretical integration. Clin Psychol Rev. 2010;30(7):890–905. https://doi.org/10.1016/j.cpr.2010.03.005 . Froh JJ, Yurkewicz C, Kashdan TB. Gratitude and subjective well-being in early adolescence: Examining gender differences. J Adolesc. 2009;32(3):633–50. https://doi.org/10.1016/j.adolescence.2008.06.006 . Kashdan TB, Mishra A, Breen WE, Froh JJ. Gender differences in gratitude: Examining appraisals, narratives, the willingness to express emotions, and changes in psychological needs. J Pers. 2009;77(3):691–730. Troy AS, Wilhelm FH, Shallcross AJ, Mauss IB. Seeing the silver lining: Cognitive reappraisal ability moderates the relationship between stress and depressive symptoms. Emotion. 2010;10(6):783–95. https://doi.org/10.1037/a0020262 . Bilong DP, Hutasuhut IJ, Bakar MAA, Wardhani N. Gratitude and its relationship with students’ psychological well-being and happiness. Malaysian J Social Sci Humanit (MJSSH). 2021;6(11):236–44. https://doi.org/10.47405/mjssh.v6i11.1176 . Huppert FA, So TT. Flourishing across Europe: Application of a new conceptual framework for defining well-being. Soc Indic Res. 2013;110(3):837–61. https://doi.org/10.1007/s11205-011-9966-7 . Fredrickson BL, Cohn MA, Coffey KA, Pek J, Finkel SM. Open hearts build lives: Positive emotions, induced through loving-kindness meditation, build consequential personal resources. J Personal Soc Psychol. 2008;95(5):1045–62. https://doi.org/10.1037/a0013262 . Lamers SM, Glas CA, Westerhof GJ, Bohlmeijer ET. (2012). Longitudinal evaluation of the mental health continuum-short form (MHC-SF). Eur J Psychol Assess. Ryff CD, Keyes CLM. The structure of psychological well-being revisited. J Personal Soc Psychol. 1995;69(4):719–27. https://doi.org/10.1037/0022-3514.69.4.719 . Boehm JK, Peterson C, Kivimaki M, Kubzansky L. A prospective study of positive psychological well-being and coronary heart disease. Health Psychol. 2011;30(3):259. Ryan RM, Deci EL. On happiness and human potentials: A review of research on hedonic and eudaimonic well-being. Ann Rev Psychol. 2001;52(1):141–66. https://doi.org/10.1146/annurev.psych.52.1.141 . Deci EL, Ryan RM. The what and why of goal pursuits: Human needs and the self-determination of behavior. Psychol Inq. 2000;11(4):227–68. https://doi.org/10.1207/S15327965PLI1104_01 . Keyes CLM. The mental health continuum: From languishing to flourishing in life. J Health Soc Behav. 2002;43(2):207–22. https://doi.org/10.2307/3090197 . Seligman ME, Rashid T, Parks AC. Positive psychotherapy. Am Psychol. 2006;61(8):774. Di Fabio A, Bucci O. Affective profiles in Italian high school students: life satisfaction, psychological well-being, self-esteem, and optimism. Front Psychol. 2015;6:153488. https://doi.org/10.3389/fpsyg.2015.01310 . Morales-Rodríguez FM, Espigares-López I, Brown T, Pérez-Mármol JM. The relationship between psychological well-being and psychosocial factors in university students. Int J Environ Res Public Health. 2020;17(13):4778. https://doi.org/10.3390/ijerph17134778 . Derakhshan A, Greenier V, Fathi J. Exploring the interplay between a loving pedagogy, creativity, and work engagement among EFL/ESL teachers: A multinational study. Curr Psychol. 2023;42(26):22803–22. Xiyun S, Fathi J, Shirbagi N, Mohammaddokht F. A structural model of teacher self-efficacy, emotion regulation, and psychological wellbeing among English teachers. Front Psychol. 2022;13:904151. Costa H, Ripoll P, Sánchez M, Carvalho C. Emotional intelligence and self-efficacy: Effects on psychological well-being in college students. Span J Psychol. 2013;16:E50. https://doi.org/10.1017/sjp.2013.39 . Murray-Harvey R. Relationship influences on students' academic achievement, psychological health and well-being at school. Educational Child Psychol. 2010;27(1):104. https://doi.org/10.53841/bpsecp.2010.27.1.104 . Brunsting NC, Zachry C, Liu J, Bryant R, Fang X, Wu S, Luo Z. Sources of perceived social support, social-emotional experiences, and psychological well-being of international students. J Experimental Educ. 2021;89(1):95–111. https://doi.org/10.1080/00220973.2019.1639598 . Lyubomirsky S, Dickerhoof R, Boehm JK, Sheldon KM. Becoming happier takes both a will and a proper way: An experimental longitudinal intervention to boost well-being. Emotion. 2011;11(2):391–402. https://doi.org/10.1037/a0022575 . Algoe SB, Haidt J, Gable SL. Beyond reciprocity: Gratitude and relationships in everyday life. Emotion. 2008;8(3):425–9. https://doi.org/10.1037/1528-3542.8.3.425 . Lambert NM, Graham SM, Fincham FD, Stillman TF. A changed perspective: How gratitude can affect sense of coherence through positive reframing. J Posit Psychol. 2009;4(6):461–70. https://doi.org/10.1080/17439760903157182 . Algoe SB, Fredrickson BL, Gable SL. The social functions of the emotion of gratitude via expression. Emotion. 2013;13(4):605. Froh JJ, Sefick WJ, Emmons RA. Counting blessings in early adolescents: An experimental study of gratitude and subjective well-being. J Sch Psychol. 2008;46(2):213–33. https://doi.org/10.1016/j.jsp.2007.03.005 . Kini P, Wong J, McInnis S, Gabana N, Brown JW. The effects of gratitude expression on neural activity. NeuroImage. 2016;128:1–10. https://doi.org/10.1016/j.neuroimage.2015.12.040 . Zahn R, Moll J, Krueger F, Huey ED, Garrido G, Grafman J. Social concepts are represented in the superior anterior temporal cortex. Proc Natl Acad Sci USA. 2009;104(15):6430–5. https://doi.org/10.1073/pnas.0607061104 . Kardas F, Zekeriya CAM, Eskisu M, Gelibolu S. Gratitude, hope, optimism and life satisfaction as predictors of psychological well-being. Eurasian J Educational Res. 2019;19(82):81–100. https://doi.org/10.14689/ejer.2019.82.5 . Mu XFLS. The relationship between high school students’ gratitude and psychological well-being: a chain mediating effect of perceived social support and basic psychological needs. J Psychol Sci. 2017;40(4):878. Deichert NT, Fekete EM, Craven M. Gratitude enhances the beneficial effects of social support on psychological well-being. J Posit Psychol. 2021;16(2):168–77. https://doi.org/10.1080/17439760.2019.1689425 . Nourialeagha B, Ajilchi B, Kisely S. The mediating role of gratitude in the relationship between attachment styles and psychological well-being. Australasian Psychiatry. 2020;28(4):426–30. https://doi.org/10.1177/1039856220930672 . Jun WH, Lee ES, Lee KL. Relationships among gratitude, depression, and psychological well-being in clinical nurses. J Korean Acad Psychiatric Mental Health Nurs. 2015;24(2):136–44. https://doi.org/10.12934/jkpmhn.2015.24.2.136 . Gross JJ. The emerging field of emotion regulation: An integrative review. Rev Gen Psychol. 1998;2(3):271–99. https://doi.org/10.1037/1089-2680.2.3.271 . Keng SL, Smoski MJ, Robins CJ. Effects of mindfulness on psychological health: A review of empirical studies. Clin Psychol Rev. 2011;31(6):1041–56. https://doi.org/10.1016/j.cpr.2011.04.006 . Cohen S, Wills TA. Stress, social support, and the buffering hypothesis. Psychol Bull. 1985;98(2):310–57. https://doi.org/10.1037/0033-2909.98.2.310 . Thoits PA. Mechanisms linking social ties and support to physical and mental health. J Health Soc Behav. 2011;52(2):145–61. https://doi.org/10.1177/0022146510395592 . Ulrich RS. View through a window may influence recovery from surgery. Science. 1984;224(4647):420–1. https://doi.org/10.1126/science.6143402 . Sophie V, Sara C, Jellen TJ, Lieven A. The role of ‘peace of mind’and ‘meaningfulness’ as psychological concepts in explaining subjective well-being. J Happiness Stud. 2022;23(7):3331–46. https://doi.org/10.1007/s10902-022-00544-z . Yu S, Zhang F, Nunes LD, Deng Y, Levesque-Bristol C. Basic psychological needs as a predictor of positive affects: A look at peace of mind and vitality in Chinese and American college students. J Posit Psychol. 2020;15(4):488–99. https://doi.org/10.1080/17439760.2019.1627398 . Datu JAD. Peace of mind, academic motivation, and academic achievement in Filipino high school students. Span J Psychol. 2017;20:E22. https://doi.org/10.1017/sjp.2017.19 . Datu JAD, Valdez JPM, King RB. Exploring the association between peace of mind and academic engagement: Cross-sectional and cross-lagged panel studies in the Philippine context. J Happiness Stud. 2018;19:1903–16. https://doi.org/10.1007/s10902-017-9902-x . Constantinou C, Georgiades S, Papageorgiou A. (2020). PEACE of mind: Guidelines for enhancing psychological support for medical students. MedEdPublish , 9 . https://doi.org/10.15694/mep.2020.000119.1 . Fu MM, Fu MW, Chen RY, Chan HL, Lee TSH, Fu E. Life satisfaction and peace of mind among dentists: a cross-sectional study. Clin Oral Invest. 2023;27(11):6421–8. https://doi.org/10.1007/s00784-023-05245-2 . Garnefski N, Kraaij V, Spinhoven P. Negative life events, cognitive emotion regulation and emotional problems. Pers Indiv Differ. 2002;30(8):1311–27. https://doi.org/10.1016/S0191-8869(00)00113-6 . Affleck G, Tennen H. Construing benefits from adversity: Adaptational significance and dispositional underpinnings. J Pers. 1996;64(4):899–922. https://doi.org/10.1111/j.1467-6494.1996.tb00948.x . Park CL. Making sense of the meaning literature: an integrative review of meaning making and its effects on adjustment to stressful life events. Psychol Bull. 2010;136(2):257. Tugade MM, Fredrickson BL. Resilient individuals use positive emotions to bounce back from negative emotional experiences. J Personal Soc Psychol. 2004;86(2):320–33. https://doi.org/10.1037/0022-3514.86.2.320 . Riepenhausen A, Wackerhagen C, Reppmann ZC, Deter HC, Kalisch R, Veer IM, Walter H. Positive cognitive reappraisal in stress resilience, mental health, and well-being: A comprehensive systematic review. Emot Rev. 2022;14(4):310–31. https://doi.org/10.1177/17540739221114642 . Wang D, Li S, Hu M, Dong D, Tao S. Negative academic emotion and psychological well-being in Chinese rural-to-urban migrant adolescents: Examining the moderating role of cognitive reappraisal. Front Psychol. 2017;8:273024. https://doi.org/10.3389/fpsyg.2017.01312 . Pogrebtsova E, Craig J, Chris A, O'shea D, González-Morales MG. Exploring daily affective changes in university students with a mindful positive reappraisal intervention: A daily diary randomized controlled trial. Stress Health. 2018;34(1):46–58. https://doi.org/10.1002/smi.2759 . Shum C, Dockray S, McMahon J. The relationship between cognitive reappraisal and psychological well-being during early adolescence: A scoping review. J Early Adolescence. 2024;02724316241231918. https://doi.org/10.1177/02724316241231918 . Haga SM, Kraft P, Corby EK. Emotion regulation: Antecedents and well-being outcomes of cognitive reappraisal and expressive suppression in cross-cultural samples. J Happiness Stud. 2009;10:271–91. https://doi.org/10.1007/s10902-007-9080-3 . McCullough ME, Emmons RA, Tsang J-A. The grateful disposition: A conceptual and empirical topography. J Personal Soc Psychol. 2002;82:112–27. https://doi.org/10.1037/0022-3514.82.1.112 . Zhen R, Liu RD, Ding Y, Jiang R, Jiang S, Hong W. Gratitude and academic engagement among primary students: Examining a multiple mediating model. Curr Psychol. 2021;40:2543–51. https://doi.org/10.1007/s12144-019-00202-3 . Garnefski N, Kraaij V. The cognitive emotion regulation questionnaire: Psychometric features and prospective relationships with depression and anxiety in adults. Eur J Psychol Assess. 2007;23:141–9. https://doi.org/10.1027/1015-5759.23.3.141 . Lee YC, Lin YC, Huang CL, Fredrickson BL. The construct and measurement of peace of mind. J Happiness Stud. 2013;14:571–90. 10.1007/s10902-012-9343-5 . Podsakoff PM, Organ DW. Self-reports in organizational research: problems and prospects. J Manag. 1986;12(4):531–44. https://doi.org/10.1177/014920638601200408 . Fornell C, Larcker DF. Evaluating structural equation models with unobservable variables and measurement error. J Mark Res. 1981;18(1):39–50. https://doi.org/10.1177/002224378101800104 . Anderson JC, Gerbing DW. Structural equation modelling in practice: a review and recommended two-step approach. Psychol Bull. 1988;103(5):411–23. https://doi.org/10.1037//0033-2909.103.3.411 . Hu LT, Bentler PM. Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Struct Equation Modeling: Multidisciplinary J. 1999;6(1):1–55. https://doi.org/10.1080/10705519909540118 . Bentler PM. Comparative fit indexes in structural models. Psychol Bull. 1990;107(2):238. https://doi.org/10.1037/0033-2909.107.2.238 . Chen F, Curran PJ, Bollen KA, Kirby J, Paxton P. An empirical evaluation of the use of fixed cutoff points in RMSEA test statistic in structural equation models. Sociol Methods Res. 2008;36(4):462–94. https://doi.org/10.1177/0049124108314720 . Hair JF, Risher JJ, Sarstedt M, Ringle CM. When to use and how to report the results of PLS-SEM. Eur Bus Rev. 2019;31(1):2–24. Little RJ. A test of missing completely at random for multivariate data with missing values. J Am Stat Assoc. 1988;83(404):1198–202. Enders CK. Applied missing data analysis. New York: Guilford Press; 2010. Tabachnick BG, Fidell LS. Using Multivariate Statistics. 6th ed. Boston: Pearson; 2013. Kline RB. Principles and Practice of Structural Equation Modeling. 4th ed. New York: Guilford Press; 2015. Podsakoff PM, MacKenzie SB, Lee JY, Podsakoff NP. Common method biases in behavioral research: a critical review of the literature and recommended remedies. J Appl Psychol. 2003;88(5):879. https://doi.org/10.1037/0021-9010.88.5.879 . Harman HH. Modern factor analysis. University of Chicago Press; 1976. Lindell MK, Whitney DJ. Accounting for common method variance in cross-sectional research designs. J Appl Psychol. 2001;86(1):114. Additional Declarations No competing interests reported. Cite Share Download PDF Status: Published Journal Publication published 29 Sep, 2025 Read the published version in BMC Psychology → Version 1 posted Editorial decision: Revision requested 15 Nov, 2024 Reviews received at journal 12 Nov, 2024 Reviews received at journal 10 Nov, 2024 Reviews received at journal 01 Nov, 2024 Reviewers agreed at journal 01 Nov, 2024 Reviewers agreed at journal 28 Oct, 2024 Reviewers agreed at journal 28 Oct, 2024 Reviewers agreed at journal 28 Oct, 2024 Reviewers agreed at journal 28 Oct, 2024 Reviewers agreed at journal 26 Oct, 2024 Reviewers invited by journal 16 Jul, 2024 Editor invited by journal 28 May, 2024 Submission checks completed at journal 26 May, 2024 Editor assigned by journal 26 May, 2024 First submitted to journal 25 May, 2024 You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. Our growing team is made up of researchers and industry professionals working together to solve the most critical problems facing scientific publishing. Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-4476792","acceptedTermsAndConditions":true,"allowDirectSubmit":false,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":309269738,"identity":"1fe646ab-44ab-4dd6-8ed3-06ce733a3aea","order_by":0,"name":"Wei Du","email":"","orcid":"","institution":"Jiaozuo Normal College","correspondingAuthor":false,"prefix":"","firstName":"Wei","middleName":"","lastName":"Du","suffix":""},{"id":309269739,"identity":"d43cdd4a-6ddb-4e24-a54e-284e6c20b219","order_by":1,"name":"Limin Liu","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAA1UlEQVRIiWNgGAWjYBACxmYY6wDzAYYEorUcAGthSyBOC8QCMMFjQJxq5nbmh48/1Nyx67uR8/nDwx12DPzt3fgtY2xmMzY4cOxZ8swbudskEs8kM0icObuBgBYGM4kDbIeTDYBaGBLbmBkMJHIJaWH/JnHgH0hLzuMPiW31xGjhMZM42HbYDqiFQSKx7TBRWooNzvYdTpA888wMqOU4D0G/GPYf3/ig4tthe77jyY8//myrluNv7yWgpQFCJ0JpBh68ykFAHkrbE1Q5CkbBKBgFIxcAALvmTxPy1rIAAAAAAElFTkSuQmCC","orcid":"","institution":"Jiaozuo Normal College","correspondingAuthor":true,"prefix":"","firstName":"Limin","middleName":"","lastName":"Liu","suffix":""}],"badges":[],"createdAt":"2024-05-25 12:38:19","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-4476792/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-4476792/v1","draftVersion":[],"editorialEvents":[{"content":"https://doi.org/10.1186/s40359-025-03445-x","type":"published","date":"2025-09-29T15:57:30+00:00"}],"editorialNote":"","failedWorkflow":false,"files":[{"id":58154281,"identity":"f6bb4925-8d08-4b4c-a798-4ada81f52681","added_by":"auto","created_at":"2024-06-11 20:38:40","extension":"png","order_by":1,"title":"Figure 1","display":"","copyAsset":false,"role":"figure","size":26703,"visible":true,"origin":"","legend":"\u003cp\u003eThe Model of Peace of Mind, Gratitude, and Positive Reappraisal in Predicting Psychological Well-being\u003c/p\u003e","description":"","filename":"floatimage1.png","url":"https://assets-eu.researchsquare.com/files/rs-4476792/v1/010bf42e2a26987bbb6e4d4a.png"},{"id":92884438,"identity":"38807a34-8fb2-409c-becd-e3e3f6513fc1","added_by":"auto","created_at":"2025-10-06 16:12:52","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":937449,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-4476792/v1/73bcf432-ea52-4a00-945b-e1b0cc7f7873.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"Examining the Role of Peace of Mind, Gratitude, and Positive Reappraisal in Predicting Psychological Well-being Among College Students","fulltext":[{"header":"Introduction","content":"\u003cp\u003eStudents navigate a complex and demanding academic environment, encountering stressors such as academic pressure, social challenges, and performance anxieties [\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e]. Understanding the factors that contribute to their psychological well-being is crucial for fostering a positive and flourishing learning experience [\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e]. While research has explored the independent effects of positive psychological constructs like gratitude [\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e] and positive reappraisal [\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e] on well-being, a comprehensive understanding of the underlying mechanisms remains elusive.\u003c/p\u003e \u003cp\u003eGratitude, the act of recognizing and cherishing life's positive aspects [\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e], has been consistently linked to improved mental health outcomes, such as greater life satisfaction, happiness, and reduced depression and anxiety [\u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e7\u003c/span\u003e, \u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e]. Positive reappraisal, a coping strategy where stressful experiences are reinterpreted in a more favorable light [\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e], has also garnered significant research attention for its role in bolstering psychological well-being. Studies suggest it helps buffer against negative emotions and fosters resilience [\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e]. However, existing research on these positive psychology constructs primarily focuses on bivariate relationships with well-being [\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e10\u003c/span\u003e, \u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e, \u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e7\u003c/span\u003e, \u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e]. A critical gap exists in our understanding of the potential mediating mechanisms through which gratitude and positive reappraisal exert their positive influence on student well-being.\u003c/p\u003e \u003cp\u003eThis study addresses this gap by introducing the concept of peace of mind as a potential mediator. Peace of mind, characterized by a sense of inner tranquility and emotional stability [\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e], has been associated with positive psychological outcomes such as improved physical health, enhanced resilience, and better coping skills [\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e12\u003c/span\u003e, \u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e13\u003c/span\u003e]. We propose that gratitude and positive reappraisal may contribute to student well-being by fostering a sense of peace of mind, which in turn acts as a buffer against stress and negativity.\u003c/p\u003e \u003cp\u003eThis research offers several novel contributions. First, it investigates the understudied concept of peace of mind within the context of student well-being in China. Second, it goes beyond establishing independent associations by examining the potential mediating role of peace of mind in the relationships between gratitude, positive reappraisal, and well-being. By elucidating these mechanisms, this study provides a more nuanced understanding of how these positive psychology constructs promote mental health among Chinese students. Finally, the findings of this study can inform the development of targeted interventions that cultivate peace of mind alongside gratitude and positive reappraisal practices, ultimately enhancing student well-being in educational settings.\u003c/p\u003e"},{"header":"Literature Review","content":"\u003cdiv id=\"Sec3\" class=\"Section2\"\u003e \u003ch2\u003eDimensions and Determinants of Student Well-being\u003c/h2\u003e \u003cp\u003ePsychological well-being, a broad term encompassing mental health and flourishing, is central to student success [\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e]. It extends beyond merely the absence of distress, embracing a range of subjective experiences, emotional regulation, purpose, and overall quality of life [\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e]. Ryff's model [\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e] identifies six key dimensions of psychological well-being: self-acceptance, positive relationships, autonomy, environmental mastery, purpose in life, and personal growth. Individuals who exhibit high psychological well-being typically experience greater life satisfaction, positive emotions, and a stronger sense of meaning in their lives [\u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e14\u003c/span\u003e]. Moreover, research has linked high levels of well-being to better physical health, quicker recovery from illness, and increased longevity [\u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e15\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eNumerous factors influence student well-being, including individual characteristics, social connections, and environmental influences [\u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e16\u003c/span\u003e]. Personal attributes such as self-esteem, optimism, and resilience significantly contribute to well-being [\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e]. Additionally, the presence of supportive social relationships, a sense of belonging, and a positive social environment are crucial [\u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e17\u003c/span\u003e]. Interventions such as mindfulness meditation, positive psychology practices, and cognitive-behavioral therapy have been shown to enhance well-being and coping skills effectively [\u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e18\u003c/span\u003e, \u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e19\u003c/span\u003e]. Delving deeper, research reveals a complex interplay of psychological factors that influence well-being. Studies by Di Fabio and Bucci [\u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e20\u003c/span\u003e] and Morales-Rodr\u0026iacute;guez et al. [\u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e21\u003c/span\u003e] demonstrate strong positive correlations between life satisfaction, self-esteem, optimism, and psychological well-being among students. These findings highlight the interconnectedness of various affective states and overall well-being. Furthermore, self-efficacy and emotional intelligence (EI) consistently emerge as significant contributors to well-being [\u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e22\u003c/span\u003e, \u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e23\u003c/span\u003e]. According to Costa et al. [\u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e24\u003c/span\u003e], both of these factors positively impact college students' well-being. Students who possess strong emotional awareness, self-management skills, and a belief in their abilities are more likely to experience greater well-being, underscoring the potential benefits of interventions aimed at cultivating these skills.\u003c/p\u003e \u003cp\u003eThe importance of positive relationships cannot be overstated. Murray-Harvey [\u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e25\u003c/span\u003e] emphasizes the influence of supportive school relationships on student outcomes. Meanwhile, Brunsting et al. [\u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e26\u003c/span\u003e] delve deeper, exploring specific sources of perceived social support for international students. They find a significant connection between positive social-emotional experiences and well-being, suggesting that fostering a sense of belonging and social connection is crucial for student mental health.\u003c/p\u003e \u003cp\u003eTaken together, a comprehensive understanding of student well-being necessitates a multifaceted approach. Research consistently highlights the interplay between emotions, self-efficacy, emotional intelligence, and positive relationships as key determinants of well-being. Future research efforts should explore targeted interventions that address these factors, with the goal of promoting well-being within educational settings. By doing so, educational institutions can better support the mental health and success of their students.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec4\" class=\"Section2\"\u003e \u003ch2\u003eThe Role of Gratitude in Enhancing Mental Health\u003c/h2\u003e \u003cp\u003eGratitude, a positive emotion experienced when individuals acknowledge and appreciate the good in their lives, has garnered significant attention in psychological research due to its potential impact on well-being and mental health [\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e]. Encompassing feelings of thankfulness, appreciation, and recognition of the positive aspects of one's life, gratitude is acknowledged regardless of the magnitude of these positive aspects [\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e]. Numerous studies have demonstrated the beneficial effects of gratitude on various facets of psychological well-being. Individuals who regularly engage in gratitude practices report higher levels of life satisfaction, happiness, and positive affect [\u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e7\u003c/span\u003e, \u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e27\u003c/span\u003e]. Moreover, gratitude is associated with lower levels of depression, anxiety, and stress, serving as a protective factor against mental health problems [\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e, \u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eOne mechanism through which gratitude enhances well-being is by promoting positive social interactions and strengthening relationships. Grateful individuals tend to be more empathetic, compassionate, and prosocial, fostering a sense of connection and belongingness with others [\u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e28\u003c/span\u003e, \u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e29\u003c/span\u003e]. Expressing gratitude towards others can strengthen interpersonal bonds and deepen relationships, leading to greater social support and satisfaction [\u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e30\u003c/span\u003e]. Additionally, gratitude interventions, such as keeping gratitude journals or writing gratitude letters, have been found to be effective in promoting well-being and mental health. These interventions encourage individuals to focus on the positive aspects of their lives and cultivate a mindset of appreciation [\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e]. Research suggests that even brief and simple gratitude exercises can have lasting effects on psychological functioning and subjective well-being [\u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e31\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eFurthermore, neuroscientific studies have provided insights into the underlying mechanisms of gratitude and its effects on the brain. Neuroimaging studies have shown that experiencing gratitude activates brain regions associated with reward processing, empathy, and social cognition, indicating its profound impact on neural processes underlying social interactions and emotional regulation [\u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e32\u003c/span\u003e, \u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e33\u003c/span\u003e]. This growing body of research underscores the importance of gratitude in fostering psychological well-being among students [\u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e34\u003c/span\u003e, \u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e35\u003c/span\u003e]. The positive association between gratitude and well-being extends beyond other well-being predictors like hope and optimism, suggesting a unique influence of gratitude [\u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e34\u003c/span\u003e]. Interestingly, gratitude appears to act as a bridge, amplifying the positive effects of social support on student well-being [\u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e36\u003c/span\u003e, \u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e35\u003c/span\u003e]. This resonates with the notion that gratitude strengthens positive social connections, potentially explaining its link to well-being [\u003cspan citationid=\"CR37\" class=\"CitationRef\"\u003e37\u003c/span\u003e]. These findings hold true across diverse student populations, including high school [\u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e35\u003c/span\u003e] and university students [\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e10\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eMoreover, research by Jun et al. [\u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e38\u003c/span\u003e] suggests that gratitude may extend its benefits beyond general well-being, potentially serving as a buffer against depressive symptoms among nurses. This finding highlights the broader mental health implications of cultivating gratitude. Collectively, these studies point towards gratitude as a powerful tool for enhancing psychological well-being among students. Future research could explore potential mechanisms underlying this association and investigate gratitude interventions tailored to the specific needs of student populations.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec5\" class=\"Section2\"\u003e \u003ch2\u003ePeace of Mind and Its Influence on Well-being\u003c/h2\u003e \u003cp\u003ePeace of mind, a state often sought after by individuals, is a complex and multifaceted concept that has garnered attention across various fields of study. In the realm of psychology, it is often associated with feelings of contentment, tranquility, and emotional well-being [\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e]. Moreover, peace of mind has been linked to positive outcomes such as improved physical health, enhanced resilience, and better coping mechanisms in the face of stressors [\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e12\u003c/span\u003e, \u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e13\u003c/span\u003e]. One key factor contributing to peace of mind is the ability to manage and regulate one's emotions effectively. Research by Gross [\u003cspan citationid=\"CR39\" class=\"CitationRef\"\u003e39\u003c/span\u003e] suggests that individuals who possess strong emotional regulation skills are better equipped to navigate challenging situations and maintain a sense of inner calmness. Similarly, mindfulness practices have been shown to promote peace of mind by fostering present-moment awareness and acceptance of one's experiences [\u003cspan citationid=\"CR40\" class=\"CitationRef\"\u003e40\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eFurthermore, social support plays a crucial role in fostering peace of mind. Studies have demonstrated that having a strong network of supportive relationships can buffer against the negative impact of stressors and promote psychological well-being [\u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e41\u003c/span\u003e, \u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e42\u003c/span\u003e]. This highlights the importance of interpersonal connections in cultivating a sense of security and peace within individuals. In addition to psychological factors, environmental influences also contribute to peace of mind. For instance, access to safe and stable living conditions, such as secure housing and neighborhoods, has been associated with higher levels of subjective well-being [\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e]. Similarly, environmental factors such as natural landscapes and green spaces have been shown to promote relaxation and reduce stress levels [\u003cspan citationid=\"CR43\" class=\"CitationRef\"\u003e43\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eThe concept of \"peace of mind\" emerges as a significant factor influencing student well-being, though research explores it from various angles. Studies by Sophie et al. [\u003cspan citationid=\"CR44\" class=\"CitationRef\"\u003e44\u003c/span\u003e] and Yu et al. [\u003cspan citationid=\"CR45\" class=\"CitationRef\"\u003e45\u003c/span\u003e] link peace of mind directly to subjective well-being and positive emotions, suggesting that a state of inner tranquility fosters a more positive outlook. Further research delves into the potential consequences of peace of mind for student behavior. Datu's work [\u003cspan citationid=\"CR46\" class=\"CitationRef\"\u003e46\u003c/span\u003e, \u003cspan citationid=\"CR47\" class=\"CitationRef\"\u003e47\u003c/span\u003e] in the Philippine context demonstrates a positive association between peace of mind and academic engagement and achievement. Students experiencing peace of mind appear to be more motivated and successful academically. Interestingly, Constantinou et al. [\u003cspan citationid=\"CR48\" class=\"CitationRef\"\u003e48\u003c/span\u003e] highlight the potential for interventions promoting \"peace of mind\" (PEACE) to enhance psychological support for medical students. This suggests that fostering a sense of inner calm may be particularly crucial for student populations facing high levels of stress.\u003c/p\u003e \u003cp\u003eIt is important to note that the research on peace of mind is not limited to student populations. Fu et al. [\u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e49\u003c/span\u003e] explore the connection between peace of mind and life satisfaction among dentists, suggesting a broader applicability of this concept to mental well-being. In conclusion, the concept of peace of mind holds promise for understanding and promoting student well-being. Future research could explore the specific mechanisms by which peace of mind fosters positive emotions, academic engagement, and overall well-being. Additionally, investigations into interventions designed to cultivate peace of mind among students could provide valuable tools for supporting mental health in educational settings.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec6\" class=\"Section2\"\u003e \u003ch2\u003ePositive Reappraisal as a Coping Mechanism\u003c/h2\u003e \u003cp\u003ePositive reappraisal, a cognitive coping strategy that involves reinterpreting stressful or negative events in a more positive light, has been extensively studied within the context of resilience and psychological well-being [\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e]. This adaptive mechanism allows individuals to shift their perspective, finding meaning, growth, or opportunities for personal development amid challenging circumstances [\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e]. Research consistently indicates that those who engage in positive reappraisal experience fewer negative emotions and greater psychological resilience when facing adversity [\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e]. By reframing stressful situations in a more positive or meaningful way, individuals can significantly mitigate the impact of stressors on their mental health and well-being [\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e]. Moreover, positive reappraisal has been associated with improved coping strategies, adaptive functioning, and overall life satisfaction [\u003cspan citationid=\"CR50\" class=\"CitationRef\"\u003e50\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eA key aspect of positive reappraisal is its capacity to help individuals find silver linings or perceive potential benefits in difficult circumstances. This cognitive restructuring process allows individuals to focus on their personal strengths, resources, and opportunities for growth, fostering a sense of empowerment and control [\u003cspan citationid=\"CR51\" class=\"CitationRef\"\u003e51\u003c/span\u003e]. Additionally, positive reappraisal facilitates a sense of coherence and meaning-making, enabling individuals to construct narratives that emphasize resilience, learning, and personal development in the face of adversity [\u003cspan citationid=\"CR52\" class=\"CitationRef\"\u003e52\u003c/span\u003e]. Positive reappraisal is not only beneficial psychologically but also physiologically. Studies have demonstrated that individuals who engage in positive reappraisal exhibit lower levels of physiological arousal and stress reactivity, along with enhanced immune functioning [\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e, \u003cspan citationid=\"CR53\" class=\"CitationRef\"\u003e53\u003c/span\u003e]. Furthermore, this coping strategy has been linked to greater psychological well-being, including higher levels of self-esteem, optimism, and positive affect [\u003cspan citationid=\"CR50\" class=\"CitationRef\"\u003e50\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eHowever, the effectiveness of positive reappraisal can vary depending on individual differences, contextual factors, and the nature of the stressor. While some individuals may naturally gravitate toward positive reappraisal as a coping strategy, others may require training or intervention to develop this skill [\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e]. Additionally, certain stressors may be more amenable to positive reappraisal than others, highlighting the need for flexibility and adaptability in coping strategies [\u003cspan citationid=\"CR51\" class=\"CitationRef\"\u003e51\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eSeveral studies underscore the potential of positive reappraisal, particularly as a cognitive emotion regulation strategy, to enhance student well-being [\u003cspan citationid=\"CR54\" class=\"CitationRef\"\u003e54\u003c/span\u003e, \u003cspan citationid=\"CR55\" class=\"CitationRef\"\u003e55\u003c/span\u003e, \u003cspan citationid=\"CR56\" class=\"CitationRef\"\u003e56\u003c/span\u003e]. Studies by Riepenhausen et al. [\u003cspan citationid=\"CR54\" class=\"CitationRef\"\u003e54\u003c/span\u003e] and Shum et al. [\u003cspan citationid=\"CR57\" class=\"CitationRef\"\u003e57\u003c/span\u003e] provide robust evidence for this association across diverse age groups, including early adolescence and university students. Positive reappraisal appears to function in two key ways. First, it acts as a buffer against negative emotions, particularly those stemming from academic challenges, suggesting that students who can reframe stressful situations in a more positive light experience less psychological distress [\u003cspan citationid=\"CR55\" class=\"CitationRef\"\u003e55\u003c/span\u003e]. Second, research by Pogrebtsova et al. [\u003cspan citationid=\"CR56\" class=\"CitationRef\"\u003e56\u003c/span\u003e] demonstrates that interventions promoting positive reappraisal can lead to daily improvements in well-being among university students.\u003c/p\u003e \u003cp\u003eInterestingly, Haga et al. [\u003cspan citationid=\"CR58\" class=\"CitationRef\"\u003e58\u003c/span\u003e] highlight the potential for cultural variations in the effectiveness of positive reappraisal. Future research could explore how cultural contexts influence students' use and benefits of this strategy. In conclusion, a growing body of research suggests that positive reappraisal offers a promising avenue for promoting student well-being. Further investigation into the mechanisms of this association and the development of culturally-sensitive interventions could optimize the use of positive reappraisal to support student mental health.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec7\" class=\"Section2\"\u003e \u003ch2\u003eThe Structural Model\u003c/h2\u003e \u003cp\u003eThis study proposes a theoretical model informed by prior research to investigate the interplay between gratitude, positive reappraisal, peace of mind, and psychological well-being among students. Building on a well-established body of evidence, we posit a direct positive association between gratitude and psychological well-being (H1) [\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e, \u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e7\u003c/span\u003e, \u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e27\u003c/span\u003e]. Research consistently demonstrates that gratitude fosters positive emotions, life satisfaction, and happiness [\u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e7\u003c/span\u003e, \u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e27\u003c/span\u003e]. Furthermore, gratitude appears to act as a protective factor against mental health concerns such as depression, anxiety, and stress [\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e, \u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e], ultimately promoting overall mental well-being.\u003c/p\u003e \u003cp\u003eSimilar to gratitude, the model posits a direct positive association between positive reappraisal and psychological well-being (H2) [\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e, \u003cspan citationid=\"CR50\" class=\"CitationRef\"\u003e50\u003c/span\u003e, \u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e]. Individuals who utilize positive reappraisal strategies experience less negative emotions and exhibit greater resilience in the face of stress [\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e]. By reframing challenges in a more positive light, students can mitigate the negative impact on mental health and cultivate a sense of empowerment and control [\u003cspan citationid=\"CR51\" class=\"CitationRef\"\u003e51\u003c/span\u003e]. Positive reappraisal is associated with improved coping mechanisms, enhanced psychological well-being, and higher levels of self-esteem, optimism, and positive affect [\u003cspan citationid=\"CR50\" class=\"CitationRef\"\u003e50\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eThis study goes beyond these established relationships by introducing peace of mind as a potential mediator in the model (H3 \u0026amp; H4). Peace of mind, characterized by feelings of contentment, tranquility, and emotional well-being, is associated with positive student outcomes [\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e, \u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e13\u003c/span\u003e]. We propose that gratitude practices, by fostering appreciation and positive social interactions, may cultivate a sense of inner peace [\u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e28\u003c/span\u003e, \u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e29\u003c/span\u003e]. This heightened peace of mind, in turn, could contribute to enhanced well-being [\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e]. Similarly, positive reappraisal, by enabling individuals to find meaning and growth in challenging situations, may promote a sense of inner calm and peace of mind [\u003cspan citationid=\"CR52\" class=\"CitationRef\"\u003e52\u003c/span\u003e]. This state of peace of mind could then act as a bridge, leading to improved psychological well-being [\u003cspan citationid=\"CR44\" class=\"CitationRef\"\u003e44\u003c/span\u003e, \u003cspan citationid=\"CR45\" class=\"CitationRef\"\u003e45\u003c/span\u003e]. By examining these potential mediating effects, our model offers a more nuanced understanding of how gratitude and positive reappraisal contribute to student mental health.\u003c/p\u003e \u003c/div\u003e"},{"header":"Methods","content":"\u003cdiv id=\"Sec9\" class=\"Section2\"\u003e \u003ch2\u003eParticipants and Procedures\u003c/h2\u003e \u003cp\u003eThis study employed a cross-sectional design to investigate the relationships between gratitude, positive reappraisal, peace of mind, and psychological well-being among Chinese college students. Participants were undergraduate students from various disciplines, including humanities, social sciences, natural sciences, engineering, and business. Participants were recruited through a convenience sampling approach from four universities located in four provinces in mainland China: Beijing, Guangdong, Sichuan, and Shandong.\u003c/p\u003e \u003cp\u003eA total of 336 students participated in the study, with 45.8% male (n\u0026thinsp;=\u0026thinsp;154) and 54.2% female (n\u0026thinsp;=\u0026thinsp;182). The ages of the participants ranged from 18 to 22 years old, with a mean age of 21.16 years (SD\u0026thinsp;=\u0026thinsp;1.79). The sample included students from diverse socio-economic backgrounds, representing both urban and rural areas, and encompassing varying levels of academic performance. Additionally, the participants were predominantly in their second and third years of study. Following ethical approval from the Institutional Review Board (IRB) of the affiliated university overseeing the participating universities, the study was introduced to university administrators and faculty members. With their cooperation, researchers presented informative sessions to students detailing the study's purpose, procedures, and the importance of mental well-being during adolescence. Informed consent forms were distributed to students, and those who were 18 years or older provided their own informed consent.\u003c/p\u003e \u003cp\u003eData collection was conducted online during class time under faculty supervision using Wjx (formerly Wenjuanxing) (\u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://www.wjx.cn/\u003c/span\u003e\u003cspan address=\"https://www.wjx.cn/\" targettype=\"URL\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e), a secure online survey platform commonly used for educational research in China. The survey commenced with an informed consent form and a brief explanation of the study's purpose and anonymity procedures. Participants then completed a series of self-report questionnaires assessing gratitude, positive reappraisal, peace of mind, and psychological well-being. The survey, designed to take approximately 10\u0026ndash;15 minutes, was entirely voluntary and confidential, with no incentives offered for participation. The data collection period spanned four weeks, from late October to mid-November of 2023.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec10\" class=\"Section2\"\u003e \u003ch2\u003eInstruments\u003c/h2\u003e \u003cp\u003eThis study employed several well-established scales to assess various psychological constructs.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec11\" class=\"Section2\"\u003e \u003ch2\u003ePsychological Well-being\u003c/h2\u003e \u003cp\u003eWe utilized the Scale of Psychological Well-being (SPWB) developed by Ryff and Keyes [\u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e14\u003c/span\u003e] to measure participants' overall sense of well-being. This 18-item questionnaire uses a Likert scale format, where participants rate their agreement with various statements on a scale of 1 (strongly disagree) to 6 (strongly agree). The SPWB assesses six key dimensions of psychological well-being: autonomy (independence), environmental mastery (feeling in control of your surroundings), personal growth (a sense of continual development), positive relations (healthy and fulfilling relationships), purpose in life (having a sense of direction), and self-acceptance (feeling good about oneself). Scores for each dimension are combined to create a total well-being score, with higher scores indicating a greater sense of overall psychological well-being.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec12\" class=\"Section2\"\u003e \u003ch2\u003eGratitude\u003c/h2\u003e \u003cp\u003eA Gratitude Scale adapted from McCullough et al. [\u003cspan citationid=\"CR59\" class=\"CitationRef\"\u003e59\u003c/span\u003e] was used to assess participants' levels of gratitude. This scale originally consisted of six items rated on a 7-point scale (1\u0026thinsp;=\u0026thinsp;strongly disagree, 7\u0026thinsp;=\u0026thinsp;strongly agree). The scale has demonstrated good reliability in various populations, including adults, adolescents, and even within a Chinese context [\u003cspan citationid=\"CR59\" class=\"CitationRef\"\u003e59\u003c/span\u003e, \u003cspan citationid=\"CR60\" class=\"CitationRef\"\u003e60\u003c/span\u003e]. To better suit the target population of Chinese students, we modified the original scale by rephrasing the wording of the items and adjusting the response scale to a 5-point format (1\u0026thinsp;=\u0026thinsp;strongly disagree, 5\u0026thinsp;=\u0026thinsp;strongly agree).\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec13\" class=\"Section2\"\u003e \u003ch2\u003ePositive Reappraisal\u003c/h2\u003e \u003cp\u003eTo evaluate how participants coped with stressful situations through positive reappraisal, we employed the reappraisal subscale of the Cognitive Emotion Regulation Questionnaire (CERQ) developed by Garnefski and Kraaij [\u003cspan citationid=\"CR61\" class=\"CitationRef\"\u003e61\u003c/span\u003e]. This 4-item subscale (demonstrating strong internal consistency in our sample) uses a Likert scale format to assess how often individuals utilize positive reappraisal strategies in response to challenges. Examples of items within this subscale include statements like \"I think I can become a stronger person as a result of what happened.\"\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec14\" class=\"Section2\"\u003e \u003ch2\u003ePeace of Mind\u003c/h2\u003e \u003cp\u003eWe employed the Peace of Mind Scale (PoMS) developed by Lee et al. [\u003cspan citationid=\"CR62\" class=\"CitationRef\"\u003e62\u003c/span\u003e] to gauge participants' experience of inner peace in their daily lives. This 7-item instrument utilizes a 5-point Likert scale, with responses ranging from \"not at all\" (1) to \"all of the time\" (5). Participants indicate their level of agreement with statements that capture feelings of internal peace and harmony, such as \"I have peace and harmony in my mind\" and conversely, \"It is difficult for me to feel settled.\" Higher scores on the PoMS correspond to greater levels of peace of mind.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec15\" class=\"Section2\"\u003e \u003ch2\u003eStatistical Analysis\u003c/h2\u003e \u003cp\u003eA robust statistical framework was employed to meticulously analyze the data and rigorously assess the hypothesized relationships between the study variables. To mitigate potential common method bias (CMB) inherent in self-reported data [\u003cspan citationid=\"CR63\" class=\"CitationRef\"\u003e63\u003c/span\u003e], a multifaceted approach was implemented.\u003c/p\u003e \u003cp\u003eConvergent and discriminant validity assessments were conducted to ensure the measurement model's quality [\u003cspan citationid=\"CR64\" class=\"CitationRef\"\u003e64\u003c/span\u003e], guaranteeing that the constructs accurately captured their intended theoretical underpinnings. Confirmatory factor analysis (CFA) was then utilized to evaluate the model's adequacy [\u003cspan citationid=\"CR65\" class=\"CitationRef\"\u003e65\u003c/span\u003e]. Descriptive statistics and reliability coefficients were computed for each construct, providing insights into central tendency, dispersion, and normality of the data distribution.\u003c/p\u003e \u003cp\u003eStructural equation modeling (SEM) was subsequently deployed to explore the hypothesized relationships within the structural model. Various fit indices were employed to assess the model's overall tenability. These included the root mean square error of approximation (RMSEA), with values closer to 0.06 indicating an acceptable fit [\u003cspan citationid=\"CR66\" class=\"CitationRef\"\u003e66\u003c/span\u003e]. Additionally, the standardized root mean square residual (SRMR) below 0.08 was considered satisfactory [\u003cspan citationid=\"CR66\" class=\"CitationRef\"\u003e66\u003c/span\u003e]. We aimed for a chi-square to degrees-of-freedom ratio between 1 and 3, and a comparative fit index (CFI) exceeding 0.90 [\u003cspan citationid=\"CR67\" class=\"CitationRef\"\u003e67\u003c/span\u003e]. Furthermore, other criteria encompassed a goodness-of-fit index (GFI) exceeding 0.90 and a Tucker-Lewis index (TLI) surpassing 0.90 [\u003cspan citationid=\"CR68\" class=\"CitationRef\"\u003e68\u003c/span\u003e].\u003c/p\u003e \u003c/div\u003e"},{"header":"Results","content":"\u003cdiv id=\"Sec17\" class=\"Section2\"\u003e \u003ch2\u003eInitial Data Quality and Suitability Checks\u003c/h2\u003e \u003cp\u003ePrior to conducting the main analyses, we ensured data quality and suitability for structural equation modeling (SEM) through a series of preliminary checks [\u003cspan citationid=\"CR69\" class=\"CitationRef\"\u003e69\u003c/span\u003e]. Missing data patterns were assessed using Little's Missing Completely at Random (MCAR) test [\u003cspan citationid=\"CR70\" class=\"CitationRef\"\u003e70\u003c/span\u003e]. A non-significant result (p\u0026thinsp;=\u0026thinsp;0.08) indicated that missing data were likely random. The percentage of missing data across all variables was relatively low, with an average missing data rate of 2.5%. Given the low percentage of missing data and the MCAR test results, full information maximum likelihood (FIML) imputation, a common technique for SEM analysis [\u003cspan citationid=\"CR71\" class=\"CitationRef\"\u003e71\u003c/span\u003e], was deemed unnecessary. The minimal impact of missing data on our dataset enhances the robustness and reliability of the subsequent analyses.\u003c/p\u003e \u003cp\u003eWe also employed two methods to identify potential outliers: examining Mahalanobis distance and analyzing standardized residuals [\u003cspan citationid=\"CR72\" class=\"CitationRef\"\u003e72\u003c/span\u003e]. Cases exceeding a critical chi-square value for Mahalanobis distance at p\u0026thinsp;\u0026lt;\u0026thinsp;0.001 (χ\u0026sup2; = 18.47 for our model with df\u0026thinsp;=\u0026thinsp;4) or with standardized residuals exceeding +/- 3.29 were considered potential outliers. This process identified five cases. Upon further investigation, two cases exhibited extreme values that could significantly distort the results. These cases had Mahalanobis distances well beyond the critical value, indicating they were likely to be influential outliers. Consequently, these two cases were excluded from the final analysis to maintain the integrity of the results.\u003c/p\u003e \u003cp\u003eThe remaining three cases displayed moderate deviations but did not excessively exceed the critical chi-square value or standardized residual threshold. To minimize their impact on the overall analysis while preserving data integrity, these cases were retained after winsorizing. Winsorizing involved replacing extreme values with the closest non-outlier values, reducing the potential for these outliers to skew the results disproportionately. This approach ensured that the data remained representative of the sample while mitigating the influence of anomalous values.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec18\" class=\"Section2\"\u003e \u003ch2\u003eMeasurement Model\u003c/h2\u003e \u003cp\u003eCFA was conducted using AMOS software to evaluate the hypothesized measurement model. This analysis assessed the underlying factor structure of the latent constructs in the study: gratitude, peace of mind, positive reappraisal, and psychological well-being. Despite a significant chi-square statistic (χ\u0026sup2; = 225.43, p\u0026thinsp;\u0026lt;\u0026thinsp;.001), which is known to be sensitive to sample size [\u003cspan citationid=\"CR66\" class=\"CitationRef\"\u003e66\u003c/span\u003e], the remaining fit indices provided robust support for the adequacy of the measurement model.\u003c/p\u003e \u003cp\u003eThe chi-square statistic often indicates a significant result in large samples due to its sensitivity to sample size, making it less reliable as a sole indicator of model fit [\u003cspan citationid=\"CR73\" class=\"CitationRef\"\u003e73\u003c/span\u003e]. Therefore, it is essential to consider additional fit indices that are less influenced by sample size. Specifically, the RMSEA of 0.062 (acceptable: \u0026le; 0.08), the SRMR of 0.047 (acceptable: \u0026le; 0.08), the CFI of 0.931 (good: \u0026ge; 0.90), and the TLI of 0.918 (good: \u0026ge; 0.90) all fell within or exceeded recommended benchmarks [\u003cspan citationid=\"CR66\" class=\"CitationRef\"\u003e66\u003c/span\u003e]. These indices provide a more accurate assessment of model fit as they are less influenced by sample size and offer a holistic view of the model's adequacy.\u003c/p\u003e \u003cp\u003eThese results suggest a good fit between the hypothesized model and the observed data. In other words, the measurement model, where each latent construct (gratitude, peace of mind, positive reappraisal, and psychological well-being) was operationalized by its designated indicators, demonstrated a statistically sound representation of the underlying psychological constructs within the study. This finding strengthens our confidence that the chosen measures adequately captured the intended theoretical constructs.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec19\" class=\"Section2\"\u003e \u003ch2\u003eCommon Method Bias\u003c/h2\u003e \u003cp\u003eCommon method bias (CMB) can potentially inflate observed relationships among variables due to the use of self-reported measures collected at a single time point [\u003cspan citationid=\"CR74\" class=\"CitationRef\"\u003e74\u003c/span\u003e]. To address this concern, we implemented several strategies.\u003c/p\u003e \u003cp\u003eFirst, we employed well-established and validated measures with distinct wording and response scales for each construct (gratitude, peace of mind, positive reappraisal, psychological well-being). This methodological approach helps to reduce the likelihood that participants' responses are influenced by a single underlying factor, such as social desirability bias, where participants tend to report themselves in a more favorable light.\u003c/p\u003e \u003cp\u003eSecond, we conducted a post-hoc test for CMB using Harman's one-factor test [\u003cspan citationid=\"CR75\" class=\"CitationRef\"\u003e75\u003c/span\u003e]. This involved entering all measurement items from the study constructs into an exploratory factor analysis (EFA) to assess the number of extracted factors and the variance explained by the first factor. A single dominant factor explaining a large proportion (typically over 50%) of the variance would suggest potential CMB concerns. The results of the one-factor EFA indicated that the initial extraction yielded four factors. The first factor explained 39.06% of the total variance, which is well below the 50% threshold proposed by Harman [\u003cspan citationid=\"CR75\" class=\"CitationRef\"\u003e75\u003c/span\u003e] to indicate significant CMB risk.\u003c/p\u003e \u003cp\u003eTo further ensure the robustness of our assessment, we employed the marker variable technique, which involves including a theoretically unrelated marker variable to test for CMB [\u003cspan citationid=\"CR76\" class=\"CitationRef\"\u003e76\u003c/span\u003e]. In our study, we included a marker variable measuring participants' preference for outdoor activities. The low correlation between the marker variable and the main constructs (ranging from 0.02 to 0.05) suggested that CMB was not a significant issue.\u003c/p\u003e \u003cp\u003eAdditionally, we performed a CFA using a single-factor model to compare its fit with the multi-factor model. The single-factor model demonstrated a poor fit (χ\u0026sup2; = 562.78, df\u0026thinsp;=\u0026thinsp;170, RMSEA\u0026thinsp;=\u0026thinsp;0.122, CFI\u0026thinsp;=\u0026thinsp;0.674), reinforcing that a single factor could not account for the variance in our data. In contrast, the multi-factor model showed good fit indices as previously reported. These comprehensive assessments provide robust evidence that CMB is unlikely to be a major confounding factor in the present study, thereby strengthening the confidence in the validity of our results.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec20\" class=\"Section2\"\u003e \u003ch2\u003eDescriptive Statistics and Reliability\u003c/h2\u003e \u003cp\u003eTable\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e presents the descriptive statistics and internal consistency estimates for the study variables. Means (M) and standard deviations (SD) are reported for each construct. Cronbach's alpha (α), a measure of internal consistency reliability, ranged from .81 to .89, exceeding the recommended threshold of .70, indicating good internal consistency for all the measures employed in the study.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eDescriptive Statistics and Internal Consistency\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"5\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eConstruct\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eM (SD)\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eCronbach's α\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eSkewedness\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eKurtosis\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eGratitude\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e3.82 (0.74)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e.87\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e-0.32\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.21\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003ePositive Reappraisal\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e4.15 (0.68)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e.81\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e-0.18\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.09\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003ePeace of Mind\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e4.38 (0.59)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e.89\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e-0.07\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e-0.12\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eWell-being\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e3.97 (0.71)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e.86\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e-0.25\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.14\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eSkewness and kurtosis statistics were also examined to assess normality of the data distribution. While slight negative skew was observed for gratitude, positive reappraisal, and well-being (-0.32, -0.18, -0.25, respectively), the values fell within the acceptable range of \u0026plusmn;\u0026thinsp;2.0 [\u003cspan citationid=\"CR72\" class=\"CitationRef\"\u003e72\u003c/span\u003e]. Kurtosis values for all constructs were close to zero, suggesting no significant deviations from normality. Overall, these findings suggest that the data distribution met the assumptions for the subsequent analyses employed in this study.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab2\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 2\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eConvergent and Discriminant Validity and Correlations\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"6\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eConstruct\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eAVE\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eGratitude\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e0.72\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.85\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003ePositive Reappraisal\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e0.68\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e.52**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.83\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003ePeace of Mind\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e0.81\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e.48**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e.45**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0.90\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eWell-being\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e0.74\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e.56**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e.42**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e.51**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e0.86\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"6\" nameend=\"c6\" namest=\"c1\"\u003e \u003cp\u003e\u003cem\u003eNote.\u003c/em\u003e Square root values of AVE are shown on the diagonal (bold). Correlation values are below the diagonal and statistically significant at p\u0026thinsp;\u0026lt;\u0026thinsp;.01 level (**).\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eTable\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e presents the average variance extracted (AVE) and correlations among the study variables. The AVE reflects the amount of variance in a construct captured by its indicators [\u003cspan citationid=\"CR64\" class=\"CitationRef\"\u003e64\u003c/span\u003e]. All AVE values exceeded the recommended threshold of .50 [\u003cspan citationid=\"CR69\" class=\"CitationRef\"\u003e69\u003c/span\u003e], ranging from .68 for positive reappraisal to .81 for peace of mind. This suggests that each construct explains a substantial amount of variance in its respective measures. Square root values of the AVE are displayed along the diagonal of Table\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e in bold font for ease of interpretation.\u003c/p\u003e \u003cp\u003eThe table also presents the correlation coefficients between the study constructs. All correlations were statistically significant at the p\u0026thinsp;\u0026lt;\u0026thinsp;.01 level (denoted by **) and ranged from .42 (between positive reappraisal and well-being) to .85 (between gratitude and positive reappraisal). While these correlations indicate positive relationships among the constructs, none exceeded the .90 threshold, suggesting good discriminant validity [\u003cspan citationid=\"CR69\" class=\"CitationRef\"\u003e69\u003c/span\u003e]. This implies that the constructs are distinct, yet share some underlying variance.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec21\" class=\"Section2\"\u003e \u003ch2\u003eStructural Equation Modeling\u003c/h2\u003e \u003cp\u003eThe hypothesized model, illustrating the relationships among gratitude, positive reappraisal, peace of mind, and psychological well-being, was assessed using structural equation modeling (SEM) with AMOS software (version 26.0). The overall fit indices indicated an acceptable fit to the data: χ\u0026sup2; (120)\u0026thinsp;=\u0026thinsp;321.47, p\u0026thinsp;\u0026lt;\u0026thinsp;.001, χ\u0026sup2;/df\u0026thinsp;=\u0026thinsp;2.68; RMSEA\u0026thinsp;=\u0026thinsp;0.071 (within the acceptable range: \u0026le; 0.08); SRMR\u0026thinsp;=\u0026thinsp;0.054 (within the acceptable range: \u0026le; 0.08); CFI\u0026thinsp;=\u0026thinsp;0.917 (good: \u0026ge; 0.90); and TLI\u0026thinsp;=\u0026thinsp;0.892 (acceptable: \u0026ge; 0.90). Although the chi-square statistic was significant (p\u0026thinsp;\u0026lt;\u0026thinsp;.001), it is important to acknowledge its sensitivity to sample size, which can limit its reliability as a sole measure of model fit [\u003cspan citationid=\"CR66\" class=\"CitationRef\"\u003e66\u003c/span\u003e]. The additional fit indices, which are less influenced by sample size, provided stronger evidence supporting the model's adequacy.\u003c/p\u003e \u003cp\u003eTo further substantiate the proposed model structure, we conducted comparisons with alternative models. Specifically, we evaluated the hypothesized model against two alternatives: a direct effects model and a null model. The direct effects model included direct paths from gratitude and positive reappraisal to psychological well-being, excluding peace of mind as a mediator. The fit indices for this model were: χ\u0026sup2; (123)\u0026thinsp;=\u0026thinsp;415.32, p\u0026thinsp;\u0026lt;\u0026thinsp;.001, χ\u0026sup2;/df\u0026thinsp;=\u0026thinsp;3.38; RMSEA\u0026thinsp;=\u0026thinsp;0.091; SRMR\u0026thinsp;=\u0026thinsp;0.068; CFI\u0026thinsp;=\u0026thinsp;0.882; TLI\u0026thinsp;=\u0026thinsp;0.861. The poorer fit of this model compared to the hypothesized model underscores the importance of incorporating peace of mind as a mediator in the relationships between gratitude, positive reappraisal, and psychological well-being.\u003c/p\u003e \u003cp\u003eThe null model assumed no relationships among the constructs, serving as a baseline for comparison. The fit indices for the null model were: χ\u0026sup2; (136)\u0026thinsp;=\u0026thinsp;1532.61, p\u0026thinsp;\u0026lt;\u0026thinsp;.001, χ\u0026sup2;/df\u0026thinsp;=\u0026thinsp;11.27; RMSEA\u0026thinsp;=\u0026thinsp;0.192; SRMR\u0026thinsp;=\u0026thinsp;0.137; CFI\u0026thinsp;=\u0026thinsp;0.000; TLI\u0026thinsp;=\u0026thinsp;0.000. As anticipated, the null model showed a significantly poorer fit compared to both the hypothesized and direct effects models. The comparisons with these alternative models demonstrated that the hypothesized model provided a significantly better fit to the data. This highlights the critical role of peace of mind as a mediator and further validates the proposed model structure, supporting the robustness and validity of our findings.\u003c/p\u003e \u003cp\u003eThe standardized path coefficients for the hypothesized relationships are presented in Fig.\u0026nbsp;\u003cspan refid=\"Fig1\" class=\"InternalRef\"\u003e1\u003c/span\u003e, along with their corresponding significance levels. All path coefficients were statistically significant (p\u0026thinsp;\u0026lt;\u0026thinsp;.05), indicating that each hypothesized relationship contributed meaningfully to the model. Table\u0026nbsp;\u003cspan refid=\"Tab3\" class=\"InternalRef\"\u003e3\u003c/span\u003e provides a more detailed breakdown of these path coefficients, including bias-corrected confidence intervals (BC-CI), to offer a more precise understanding of the estimated effects.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab3\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 3\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003ePath Coefficients of SEM Results\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"4\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003ePath\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eDirect Effects\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eIndirect Effects\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eTotal Effects\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eGratitude \u0026rarr; Well-being\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eβ\u0026thinsp;=\u0026thinsp;0.334\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eβ\u0026thinsp;=\u0026thinsp;0.167\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eβ\u0026thinsp;=\u0026thinsp;0.501\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eBC-CI [0.250, 0.418]\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eBC-CI [0.120, 0.210]\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eBC-CI [0.420, 0.580]\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ep\u0026thinsp;\u0026lt;\u0026thinsp;.001\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003ep\u0026thinsp;\u0026lt;\u0026thinsp;.001\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003ep\u0026thinsp;\u0026lt;\u0026thinsp;.001\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003ePositive Reappraisal \u0026rarr; Well-being\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eβ\u0026thinsp;=\u0026thinsp;0.274\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eβ\u0026thinsp;=\u0026thinsp;0.140\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eβ\u0026thinsp;=\u0026thinsp;0.414\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eBC-CI [0.200, 0.348]\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eBC-CI [0.100, 0.180]\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eBC-CI [0.330, 0.490]\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ep\u0026thinsp;\u0026lt;\u0026thinsp;.001\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003ep\u0026thinsp;\u0026lt;\u0026thinsp;.001\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003ep\u0026thinsp;\u0026lt;\u0026thinsp;.001\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003ePeace of Mind \u0026rarr; Well-being\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eβ\u0026thinsp;=\u0026thinsp;0.446\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eBC-CI [0.370, 0.522]\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ep\u0026thinsp;\u0026lt;\u0026thinsp;.001\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eGratitude \u0026rarr; Peace of Mind\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eβ\u0026thinsp;=\u0026thinsp;0.375\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eBC-CI [0.300, 0.450]\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ep\u0026thinsp;\u0026lt;\u0026thinsp;.001\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003ePositive Reappraisal \u0026rarr; Peace of Mind\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eβ\u0026thinsp;=\u0026thinsp;0.314\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eBC-CI [0.240, 0.388]\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ep\u0026thinsp;\u0026lt;\u0026thinsp;.001\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eTable\u0026nbsp;\u003cspan refid=\"Tab3\" class=\"InternalRef\"\u003e3\u003c/span\u003e reveals significant positive direct effects of gratitude (β\u0026thinsp;=\u0026thinsp;0.334, BC-CI [0.250, 0.418], p\u0026thinsp;\u0026lt;\u0026thinsp;.001), positive reappraisal (β\u0026thinsp;=\u0026thinsp;0.274, BC-CI [0.200, 0.348], p\u0026thinsp;\u0026lt;\u0026thinsp;.001), and peace of mind (β\u0026thinsp;=\u0026thinsp;0.446, BC-CI [0.370, 0.522], p\u0026thinsp;\u0026lt;\u0026thinsp;.001) on psychological well-being. In other words, for every one-unit increase in gratitude, positive reappraisal, or peace of mind, there is a corresponding increase in psychological well-being, ranging from 0.250 to 0.418 units for gratitude, 0.200 to 0.348 units for positive reappraisal, and 0.370 to 0.522 units for peace of mind.\u003c/p\u003e \u003cp\u003e \u003c/p\u003e \u003cp\u003eThe model also revealed significant positive direct effects of gratitude (β\u0026thinsp;=\u0026thinsp;0.375, BC-CI [0.300, 0.450], p\u0026thinsp;\u0026lt;\u0026thinsp;.001) and positive reappraisal (β\u0026thinsp;=\u0026thinsp;0.314, BC-CI [0.240, 0.388], p\u0026thinsp;\u0026lt;\u0026thinsp;.001) on peace of mind. This suggests that individuals who report higher levels of gratitude and positive reappraisal also tend to experience greater peace of mind.\u003c/p\u003e \u003cp\u003eExamining the indirect effects through peace of mind, gratitude showed a significant indirect effect on well-being (β\u0026thinsp;=\u0026thinsp;0.167, BC-CI [0.120, 0.210], p\u0026thinsp;\u0026lt;\u0026thinsp;.001), indicating that gratitude partially influences well-being by fostering greater peace of mind. Similarly, positive reappraisal displayed a significant indirect effect on well-being (β\u0026thinsp;=\u0026thinsp;0.140, BC-CI [0.100, 0.180], p\u0026thinsp;\u0026lt;\u0026thinsp;.001), suggesting that positive reappraisal contributes to well-being by promoting peace of mind.\u003c/p\u003e \u003cp\u003eFinally, the table presents the total effects of gratitude and positive reappraisal on well-being. The total effect of gratitude on well-being (β\u0026thinsp;=\u0026thinsp;0.501, BC-CI [0.420, 0.580], p\u0026thinsp;\u0026lt;\u0026thinsp;.001) incorporates both the direct effect and the indirect effect channeled through peace of mind. Similarly, the total effect of positive reappraisal on well-being (β\u0026thinsp;=\u0026thinsp;0.414, BC-CI [0.330, 0.490], p\u0026thinsp;\u0026lt;\u0026thinsp;.001) reflects both the direct and indirect effects.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec22\" class=\"Section2\"\u003e \u003ch2\u003eMeasurement Invariance Testing\u003c/h2\u003e \u003cp\u003eUltimately, to ensure that the hypothesized model operates equivalently across different groups, we conducted a series of measurement invariance tests. These tests assessed configural, metric, scalar, and strict invariance across gender groups (male and female students). The configural model, which imposed no equality constraints across groups, demonstrated an acceptable fit to the data: χ\u0026sup2; (240)\u0026thinsp;=\u0026thinsp;530.45, p\u0026thinsp;\u0026lt;\u0026thinsp;.001, CFI\u0026thinsp;=\u0026thinsp;0.912, TLI\u0026thinsp;=\u0026thinsp;0.899, RMSEA\u0026thinsp;=\u0026thinsp;0.058, SRMR\u0026thinsp;=\u0026thinsp;0.049. This baseline model confirms that the general structure of the model is consistent across gender groups. To test metric invariance, we constrained the factor loadings to be equal across groups. The metric invariance model also showed a good fit: χ\u0026sup2; (252)\u0026thinsp;=\u0026thinsp;542.67, p\u0026thinsp;\u0026lt;\u0026thinsp;.001, CFI\u0026thinsp;=\u0026thinsp;0.910, TLI\u0026thinsp;=\u0026thinsp;0.901, RMSEA\u0026thinsp;=\u0026thinsp;0.057, SRMR\u0026thinsp;=\u0026thinsp;0.050. The small change in fit indices (ΔCFI\u0026thinsp;=\u0026thinsp;0.002) indicates that the factor loadings are invariant across gender, suggesting that male and female students interpret the constructs similarly.\u003c/p\u003e \u003cp\u003eNext, we assessed scalar invariance by constraining both the factor loadings and intercepts to be equal across groups. The scalar invariance model fit the data well: χ\u0026sup2; (264)\u0026thinsp;=\u0026thinsp;556.12, p\u0026thinsp;\u0026lt;\u0026thinsp;.001, CFI\u0026thinsp;=\u0026thinsp;0.908, TLI\u0026thinsp;=\u0026thinsp;0.900, RMSEA\u0026thinsp;=\u0026thinsp;0.056, SRMR\u0026thinsp;=\u0026thinsp;0.051. The minimal change in fit indices (ΔCFI\u0026thinsp;=\u0026thinsp;0.002) supports scalar invariance, indicating that the relationships between the constructs and their indicators are consistent across gender groups. Finally, we tested strict invariance by constraining the factor loadings, intercepts, and residual variances to be equal across groups. The strict invariance model demonstrated an acceptable fit: χ\u0026sup2; (276)\u0026thinsp;=\u0026thinsp;569.89, p\u0026thinsp;\u0026lt;\u0026thinsp;.001, CFI\u0026thinsp;=\u0026thinsp;0.907, TLI\u0026thinsp;=\u0026thinsp;0.899, RMSEA\u0026thinsp;=\u0026thinsp;0.057, SRMR\u0026thinsp;=\u0026thinsp;0.052. The small change in fit indices (ΔCFI\u0026thinsp;=\u0026thinsp;0.001) confirms strict invariance, suggesting that both the measurement errors and the constructs are similarly understood across male and female students. These results confirm that the hypothesized model is invariant across gender groups, supporting the generalizability and robustness of our findings across male and female students.\u003c/p\u003e \u003c/div\u003e"},{"header":"Discussion","content":"\u003cp\u003eThe current study aimed to examine the relationships between gratitude, positive reappraisal, peace of mind, and psychological well-being among Chinese students. The findings provide strong support for the hypothesized model, with gratitude and positive reappraisal directly associated with psychological well-being, and peace of mind acting as a mediator in these relationships. These results contribute to our understanding of the factors that promote mental well-being among students in a Chinese context.\u003c/p\u003e \u003cp\u003eOur study's finding of a direct positive relationship between gratitude and psychological well-being among students aligns with a growing body of research in positive psychology [\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e, \u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e34\u003c/span\u003e, \u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e35\u003c/span\u003e]. This strengthens the understanding of gratitude as a valuable tool for promoting mental health in educational settings.\u003c/p\u003e \u003cp\u003eOne potential mechanism underlying this association lies in gratitude's ability to cultivate positive emotions and a more optimistic outlook [\u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e7\u003c/span\u003e, \u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e27\u003c/span\u003e]. By encouraging students to focus on the positive aspects of their lives, gratitude practices may counter negative thought patterns and foster a sense of appreciation, contributing to higher levels of life satisfaction and overall well-being [\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e]. Furthermore, our findings resonate with the notion that gratitude strengthens social connections, a well-established contributor to well-being [\u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e26\u003c/span\u003e, \u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e17\u003c/span\u003e]. Grateful individuals tend to be more empathetic, compassionate, and prosocial [\u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e28\u003c/span\u003e, \u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e29\u003c/span\u003e]. This fosters positive social interactions and strengthens relationships with peers and teachers, potentially leading to a greater sense of belonging and support within the school environment \u0026ndash; a key factor influencing student mental health [\u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e25\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eInterestingly, our research aligns with studies highlighting gratitude's role as a potential amplifier of the positive effects of social support on well-being [\u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e36\u003c/span\u003e, \u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e35\u003c/span\u003e]. This suggests that gratitude may not only directly enhance well-being but also act as a catalyst, maximizing the benefits students derive from supportive social networks. This resonates with the idea that gratitude strengthens positive social connections, creating a reinforcing cycle that fosters well-being [\u003cspan citationid=\"CR37\" class=\"CitationRef\"\u003e37\u003c/span\u003e]. Our findings add to the existing literature by specifically focusing on students, a population facing unique academic pressures and social challenges. Prior research has documented the positive association between gratitude and well-being in diverse student populations, encompassing high school and university students [\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e10\u003c/span\u003e, \u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e35\u003c/span\u003e]. Our study strengthens this link within the context of a high-pressure academic environment, highlighting gratitude's potential as a buffer against stress and a promoter of mental well-being for students.\u003c/p\u003e \u003cp\u003eOur study's finding of a positive association between positive reappraisal and psychological well-being aligns with a well-established body of research on cognitive emotion regulation strategies [\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e, \u003cspan citationid=\"CR50\" class=\"CitationRef\"\u003e50\u003c/span\u003e, \u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e]. This strengthens the understanding of positive reappraisal as a valuable coping mechanism for students navigating the challenges of academic life. One potential explanation for this association lies in positive reappraisal's ability to buffer against the negative emotions often associated with academic stressors [\u003cspan citationid=\"CR55\" class=\"CitationRef\"\u003e55\u003c/span\u003e]. By reframing stressful situations, such as exam pressure or challenging coursework, in a more positive light, students who utilize positive reappraisal may experience less anxiety, frustration, and other negative emotions that can hinder well-being [\u003cspan citationid=\"CR51\" class=\"CitationRef\"\u003e51\u003c/span\u003e]. This emotional buffering effect allows students to maintain a more positive outlook and emotional state, contributing to overall well-being. In addition, positive reappraisal may promote well-being by fostering a sense of self-efficacy and control. When students reframe challenges as opportunities for growth or learning experiences, they perceive themselves as having more agency and ability to navigate difficulties [\u003cspan citationid=\"CR52\" class=\"CitationRef\"\u003e52\u003c/span\u003e]. This sense of control empowers students and fosters resilience in the face of academic pressures, ultimately contributing to a more positive and well-adjusted state of being. Our findings also resonate with research highlighting the role of positive reappraisal in promoting meaning-making [\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e]. By reframing challenges in a way that emphasizes potential benefits or personal growth, positive reappraisal allows students to construct a narrative that gives meaning to their experiences. This sense of purpose and meaning can be a powerful buffer against stress and contribute to a more positive and fulfilling academic experience [\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eThis most significant contribution of this study lies in its demonstration of peace of mind as a mediating factor in the relationships between both gratitude and positive reappraisal with psychological well-being. This finding sheds new light on the underlying processes through which these positive psychological constructs promote mental health in students. Prior research has established positive associations between gratitude, positive reappraisal, and well-being, but the current study goes beyond these bivariate correlations [\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e10\u003c/span\u003e, \u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e, \u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e7\u003c/span\u003e, \u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e]. By introducing peace of mind as a mediator, we illuminate a potential pathway for how gratitude and positive reappraisal exert their positive influence on student well-being.\u003c/p\u003e \u003cp\u003eThe mediating role of peace of mind suggests that both gratitude and positive reappraisal may contribute to well-being by fostering a sense of inner calmness and emotional stability. When students cultivate gratitude for the positive aspects of their lives, it may lead to a more peaceful and content state of mind [\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e]. Similarly, positive reappraisal, by reframing challenges and fostering a sense of control, may promote emotional regulation and inner peace [\u003cspan citationid=\"CR39\" class=\"CitationRef\"\u003e39\u003c/span\u003e]. This newfound peace of mind may then serve as a buffer against stress and negativity, ultimately leading to a more positive and flourishing state of well-being [\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e12\u003c/span\u003e, \u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e13\u003c/span\u003e]. This framework aligns with research highlighting the multifaceted nature of well-being, encompassing not just positive emotions but also emotional regulation and a sense of calmness [\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e]. Our findings suggest that gratitude and positive reappraisal may work in part by promoting this emotional equilibrium, paving the way for a more positive and well-adjusted experience of student life.\u003c/p\u003e "},{"header":"Conclusion and Implications","content":"\u003cdiv id=\"Sec24\" class=\"Section2\"\u003e \u003cp\u003eThis study contributes to the growing body of research exploring the positive psychological resources that promote well-being among adolescents. By employing SEM and analyzing data from Chinese high school students, we found that gratitude, positive reappraisal, and peace of mind play significant roles in fostering psychological well-being.\u003c/p\u003e \u003cp\u003eResults indicated that both gratitude and positive reappraisal have direct positive effects on well-being. This suggests that cultivating an appreciative outlook and actively seeking the positive aspects of challenging situations can contribute to greater psychological well-being for adolescents. Furthermore, peace of mind emerged as a crucial mediator, highlighting the indirect pathways through which gratitude and positive reappraisal influence well-being. In other words, fostering a sense of peace of mind appears to be a key mechanism by which these positive psychological resources promote better overall mental health.\u003c/p\u003e \u003cp\u003eThis study contributes valuable insights with the potential to advance both theoretical understanding and practical applications in the field of positive psychology. The current research sheds light on the intricate interplay between gratitude, positive reappraisal, peace of mind, and overall well-being. Our findings highlight the critical role of peace of mind as a mediator in the pathways linking these positive psychological resources to well-being. This underscores the importance of incorporating peace of mind into future models examining positive psychology constructs. Building on this foundation, future research could delve deeper into the underlying mechanisms by which gratitude and positive reappraisal foster peace of mind. A clearer understanding of these mechanisms could pave the way for the development of more targeted interventions designed to cultivate these positive states.\u003c/p\u003e \u003cp\u003eThe significant positive relationships observed between gratitude, positive reappraisal, peace of mind, and well-being suggest that interventions aimed at promoting these constructs could be instrumental in enhancing psychological well-being among adolescents. This finding holds particular relevance for adolescents in high-pressure academic environments, such as those prevalent in China. The development of school-based programs or online resources that teach adolescents gratitude practices, positive reframing techniques, and mindfulness exercises to cultivate inner peace could be particularly beneficial.\u003c/p\u003e \u003cp\u003eFurthermore, these interventions could be integrated with existing programs focused on stress management and emotional regulation, offering a more comprehensive approach to promoting mental well-being among adolescents. By fostering gratitude, positive reappraisal skills, and peace of mind, such interventions have the potential to equip adolescents with valuable coping mechanisms to navigate the challenges of academic pressure and contribute to their overall well-being.\u003c/p\u003e \u003cp\u003eBuilding on the present study, future research could explore the long-term effects of interventions promoting gratitude, positive reappraisal, and peace of mind on adolescent well-being. Additionally, investigating potential moderators of these relationships, such as personality traits or social support networks, could provide valuable insights into tailoring interventions for optimal effectiveness. Ultimately, this line of research holds promise for informing the development of evidence-based interventions to cultivate positive psychological states and enhance well-being among adolescents, particularly in demanding academic settings.\u003c/p\u003e \u003cp\u003eWhile this study offers valuable insights, it is essential to acknowledge several limitations. One constraint is the cross-sectional design employed. This design captures data at a single point in time, hindering our ability to establish definitive causal relationships between the investigated variables. For instance, while the study revealed that gratitude and positive reappraisal are associated with greater peace of mind and well-being, it cannot definitively determine if cultivating gratitude or positive reframing skills directly leads to increased peace of mind and well-being over time. Future research utilizing longitudinal designs, which collect data over an extended period, would be better suited to establish causal inferences.\u003c/p\u003e \u003cp\u003eAnother limitation is the reliance on self-reported measures. This approach is susceptible to social desirability bias, where participants may tend to report their experiences in a way that aligns with perceived social norms. Incorporating multi-informant methods, such as gathering data from teachers or peers alongside student self-reports, could provide a more well-rounded picture of student well-being and potentially mitigate social desirability bias.\u003c/p\u003e \u003cp\u003eFinally, the generalizability of the findings may be limited due to the study's focus on a specific population \u0026ndash; Chinese high school students. Cultural context can significantly influence psychological constructs like gratitude and peace of mind. Future research should aim to replicate these findings in more diverse populations and cultural environments to enhance the generalizability of the results.\u003c/p\u003e \u003c/div\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eData Availability\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eTo ensure participant privacy, the datasets generated and analyzed during this study are not publicly available. However, the corresponding author can provide them upon reasonable request, following a data access agreement that outlines responsible use and anonymization procedures.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAuthor Contributions\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eBoth Wei Du and Limin Liu substantially contributed to all stages of this research article. This includes conceptualizing the study design, developing the methodology, drafting the manuscript, and revising it collaboratively.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eEthical Approval\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe Psychological Health Education and Counseling Center at Jiaozuo Normal College ethically approved this study. All procedures adhered to the ethical standards set forth by the institution\u0026apos;s research committee and the national research guidelines. Additionally, they followed the principles outlined in the Declaration of Helsinki and its subsequent amendments.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eInformed Consent\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eParticipation in this research was entirely voluntary. The study did not involve any procedures that could cause physical, emotional, or psychological harm to the participants. It also minimized privacy risks and did not raise any major ethical concerns. Written informed consent was obtained from all participants, emphasizing the voluntary nature of their involvement. Participants were clearly informed of their right to withdraw from the study at any point without consequence. Before commencing the tasks, they received thorough explanations about the research procedures and what to expect during the study.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFunding\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis research was financially supported by the program of Philosophy and Social Science in Henan Province (Grant Number: 2023BKS020).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eCompeting Interests\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe authors declare no conflicts of interest that could have influenced the design, conduct, analysis, or reporting of this research.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConsent for Publication\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis section is not applicable for this research article.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\u003cli\u003e\u003cspan\u003eDiener E, Suh EM, Lucas RE, Smith HL. Subjective well-being: Three decades of progress. Psychol Bull. 1999;125(2):276\u0026ndash;302. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1037/0033-2909.125.2.276\u003c/span\u003e\u003cspan address=\"10.1037/0033-2909.125.2.276\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eDiener E, Suh E, Oishi S. (1997). Recent findings on subjective well-being. Indian J Clin Psychol.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eRyff CD. Happiness is everything, or is it? Explorations on the meaning of psychological well-being. J Personal Soc Psychol. 1989;57(6):1069\u0026ndash;81. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1037/0022-3514.57.6.1069\u003c/span\u003e\u003cspan address=\"10.1037/0022-3514.57.6.1069\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eEmmons RA, McCullough ME. Counting blessings versus burdens: An experimental investigation of gratitude and subjective well-being in daily life. J Personal Soc Psychol. 2003;84(2):377\u0026ndash;89. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1037/0022-3514.84.2.377\u003c/span\u003e\u003cspan address=\"10.1037/0022-3514.84.2.377\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eFolkman S, Moskowitz JT. Positive affect and the other side of coping. Am Psychol. 2000;55(6):647\u0026ndash;54. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1037/0003-066X.55.6.647\u003c/span\u003e\u003cspan address=\"10.1037/0003-066X.55.6.647\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eWood AM, Froh JJ, Geraghty AWA. Gratitude and well-being: A review and theoretical integration. Clin Psychol Rev. 2010;30(7):890\u0026ndash;905. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1016/j.cpr.2010.03.005\u003c/span\u003e\u003cspan address=\"10.1016/j.cpr.2010.03.005\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eFroh JJ, Yurkewicz C, Kashdan TB. Gratitude and subjective well-being in early adolescence: Examining gender differences. J Adolesc. 2009;32(3):633\u0026ndash;50. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1016/j.adolescence.2008.06.006\u003c/span\u003e\u003cspan address=\"10.1016/j.adolescence.2008.06.006\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eKashdan TB, Mishra A, Breen WE, Froh JJ. Gender differences in gratitude: Examining appraisals, narratives, the willingness to express emotions, and changes in psychological needs. J Pers. 2009;77(3):691\u0026ndash;730.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eTroy AS, Wilhelm FH, Shallcross AJ, Mauss IB. Seeing the silver lining: Cognitive reappraisal ability moderates the relationship between stress and depressive symptoms. Emotion. 2010;10(6):783\u0026ndash;95. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1037/a0020262\u003c/span\u003e\u003cspan address=\"10.1037/a0020262\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eBilong DP, Hutasuhut IJ, Bakar MAA, Wardhani N. Gratitude and its relationship with students\u0026rsquo; psychological well-being and happiness. Malaysian J Social Sci Humanit (MJSSH). 2021;6(11):236\u0026ndash;44. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.47405/mjssh.v6i11.1176\u003c/span\u003e\u003cspan address=\"10.47405/mjssh.v6i11.1176\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eHuppert FA, So TT. Flourishing across Europe: Application of a new conceptual framework for defining well-being. Soc Indic Res. 2013;110(3):837\u0026ndash;61. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1007/s11205-011-9966-7\u003c/span\u003e\u003cspan address=\"10.1007/s11205-011-9966-7\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eFredrickson BL, Cohn MA, Coffey KA, Pek J, Finkel SM. Open hearts build lives: Positive emotions, induced through loving-kindness meditation, build consequential personal resources. J Personal Soc Psychol. 2008;95(5):1045\u0026ndash;62. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1037/a0013262\u003c/span\u003e\u003cspan address=\"10.1037/a0013262\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eLamers SM, Glas CA, Westerhof GJ, Bohlmeijer ET. (2012). Longitudinal evaluation of the mental health continuum-short form (MHC-SF). Eur J Psychol Assess.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eRyff CD, Keyes CLM. The structure of psychological well-being revisited. J Personal Soc Psychol. 1995;69(4):719\u0026ndash;27. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1037/0022-3514.69.4.719\u003c/span\u003e\u003cspan address=\"10.1037/0022-3514.69.4.719\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eBoehm JK, Peterson C, Kivimaki M, Kubzansky L. A prospective study of positive psychological well-being and coronary heart disease. Health Psychol. 2011;30(3):259.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eRyan RM, Deci EL. On happiness and human potentials: A review of research on hedonic and eudaimonic well-being. Ann Rev Psychol. 2001;52(1):141\u0026ndash;66. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1146/annurev.psych.52.1.141\u003c/span\u003e\u003cspan address=\"10.1146/annurev.psych.52.1.141\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eDeci EL, Ryan RM. The what and why of goal pursuits: Human needs and the self-determination of behavior. Psychol Inq. 2000;11(4):227\u0026ndash;68. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1207/S15327965PLI1104_01\u003c/span\u003e\u003cspan address=\"10.1207/S15327965PLI1104_01\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eKeyes CLM. The mental health continuum: From languishing to flourishing in life. J Health Soc Behav. 2002;43(2):207\u0026ndash;22. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.2307/3090197\u003c/span\u003e\u003cspan address=\"10.2307/3090197\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eSeligman ME, Rashid T, Parks AC. Positive psychotherapy. Am Psychol. 2006;61(8):774.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eDi Fabio A, Bucci O. Affective profiles in Italian high school students: life satisfaction, psychological well-being, self-esteem, and optimism. Front Psychol. 2015;6:153488. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.3389/fpsyg.2015.01310\u003c/span\u003e\u003cspan address=\"10.3389/fpsyg.2015.01310\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eMorales-Rodr\u0026iacute;guez FM, Espigares-L\u0026oacute;pez I, Brown T, P\u0026eacute;rez-M\u0026aacute;rmol JM. The relationship between psychological well-being and psychosocial factors in university students. Int J Environ Res Public Health. 2020;17(13):4778. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.3390/ijerph17134778\u003c/span\u003e\u003cspan address=\"10.3390/ijerph17134778\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eDerakhshan A, Greenier V, Fathi J. Exploring the interplay between a loving pedagogy, creativity, and work engagement among EFL/ESL teachers: A multinational study. Curr Psychol. 2023;42(26):22803\u0026ndash;22.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eXiyun S, Fathi J, Shirbagi N, Mohammaddokht F. A structural model of teacher self-efficacy, emotion regulation, and psychological wellbeing among English teachers. Front Psychol. 2022;13:904151.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eCosta H, Ripoll P, S\u0026aacute;nchez M, Carvalho C. Emotional intelligence and self-efficacy: Effects on psychological well-being in college students. Span J Psychol. 2013;16:E50. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1017/sjp.2013.39\u003c/span\u003e\u003cspan address=\"10.1017/sjp.2013.39\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eMurray-Harvey R. Relationship influences on students' academic achievement, psychological health and well-being at school. Educational Child Psychol. 2010;27(1):104. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.53841/bpsecp.2010.27.1.104\u003c/span\u003e\u003cspan address=\"10.53841/bpsecp.2010.27.1.104\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eBrunsting NC, Zachry C, Liu J, Bryant R, Fang X, Wu S, Luo Z. Sources of perceived social support, social-emotional experiences, and psychological well-being of international students. J Experimental Educ. 2021;89(1):95\u0026ndash;111. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1080/00220973.2019.1639598\u003c/span\u003e\u003cspan address=\"10.1080/00220973.2019.1639598\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eLyubomirsky S, Dickerhoof R, Boehm JK, Sheldon KM. Becoming happier takes both a will and a proper way: An experimental longitudinal intervention to boost well-being. Emotion. 2011;11(2):391\u0026ndash;402. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1037/a0022575\u003c/span\u003e\u003cspan address=\"10.1037/a0022575\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eAlgoe SB, Haidt J, Gable SL. Beyond reciprocity: Gratitude and relationships in everyday life. Emotion. 2008;8(3):425\u0026ndash;9. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1037/1528-3542.8.3.425\u003c/span\u003e\u003cspan address=\"10.1037/1528-3542.8.3.425\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eLambert NM, Graham SM, Fincham FD, Stillman TF. A changed perspective: How gratitude can affect sense of coherence through positive reframing. J Posit Psychol. 2009;4(6):461\u0026ndash;70. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1080/17439760903157182\u003c/span\u003e\u003cspan address=\"10.1080/17439760903157182\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eAlgoe SB, Fredrickson BL, Gable SL. The social functions of the emotion of gratitude via expression. Emotion. 2013;13(4):605.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eFroh JJ, Sefick WJ, Emmons RA. Counting blessings in early adolescents: An experimental study of gratitude and subjective well-being. J Sch Psychol. 2008;46(2):213\u0026ndash;33. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1016/j.jsp.2007.03.005\u003c/span\u003e\u003cspan address=\"10.1016/j.jsp.2007.03.005\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eKini P, Wong J, McInnis S, Gabana N, Brown JW. The effects of gratitude expression on neural activity. NeuroImage. 2016;128:1\u0026ndash;10. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1016/j.neuroimage.2015.12.040\u003c/span\u003e\u003cspan address=\"10.1016/j.neuroimage.2015.12.040\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eZahn R, Moll J, Krueger F, Huey ED, Garrido G, Grafman J. Social concepts are represented in the superior anterior temporal cortex. Proc Natl Acad Sci USA. 2009;104(15):6430\u0026ndash;5. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1073/pnas.0607061104\u003c/span\u003e\u003cspan address=\"10.1073/pnas.0607061104\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eKardas F, Zekeriya CAM, Eskisu M, Gelibolu S. Gratitude, hope, optimism and life satisfaction as predictors of psychological well-being. Eurasian J Educational Res. 2019;19(82):81\u0026ndash;100. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.14689/ejer.2019.82.5\u003c/span\u003e\u003cspan address=\"10.14689/ejer.2019.82.5\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eMu XFLS. The relationship between high school students\u0026rsquo; gratitude and psychological well-being: a chain mediating effect of perceived social support and basic psychological needs. J Psychol Sci. 2017;40(4):878.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eDeichert NT, Fekete EM, Craven M. Gratitude enhances the beneficial effects of social support on psychological well-being. J Posit Psychol. 2021;16(2):168\u0026ndash;77. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1080/17439760.2019.1689425\u003c/span\u003e\u003cspan address=\"10.1080/17439760.2019.1689425\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eNourialeagha B, Ajilchi B, Kisely S. The mediating role of gratitude in the relationship between attachment styles and psychological well-being. Australasian Psychiatry. 2020;28(4):426\u0026ndash;30. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1177/1039856220930672\u003c/span\u003e\u003cspan address=\"10.1177/1039856220930672\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eJun WH, Lee ES, Lee KL. Relationships among gratitude, depression, and psychological well-being in clinical nurses. J Korean Acad Psychiatric Mental Health Nurs. 2015;24(2):136\u0026ndash;44. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.12934/jkpmhn.2015.24.2.136\u003c/span\u003e\u003cspan address=\"10.12934/jkpmhn.2015.24.2.136\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eGross JJ. The emerging field of emotion regulation: An integrative review. Rev Gen Psychol. 1998;2(3):271\u0026ndash;99. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1037/1089-2680.2.3.271\u003c/span\u003e\u003cspan address=\"10.1037/1089-2680.2.3.271\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eKeng SL, Smoski MJ, Robins CJ. Effects of mindfulness on psychological health: A review of empirical studies. Clin Psychol Rev. 2011;31(6):1041\u0026ndash;56. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1016/j.cpr.2011.04.006\u003c/span\u003e\u003cspan address=\"10.1016/j.cpr.2011.04.006\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eCohen S, Wills TA. Stress, social support, and the buffering hypothesis. Psychol Bull. 1985;98(2):310\u0026ndash;57. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1037/0033-2909.98.2.310\u003c/span\u003e\u003cspan address=\"10.1037/0033-2909.98.2.310\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eThoits PA. Mechanisms linking social ties and support to physical and mental health. J Health Soc Behav. 2011;52(2):145\u0026ndash;61. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1177/0022146510395592\u003c/span\u003e\u003cspan address=\"10.1177/0022146510395592\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eUlrich RS. View through a window may influence recovery from surgery. Science. 1984;224(4647):420\u0026ndash;1. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1126/science.6143402\u003c/span\u003e\u003cspan address=\"10.1126/science.6143402\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eSophie V, Sara C, Jellen TJ, Lieven A. The role of \u0026lsquo;peace of mind\u0026rsquo;and \u0026lsquo;meaningfulness\u0026rsquo; as psychological concepts in explaining subjective well-being. J Happiness Stud. 2022;23(7):3331\u0026ndash;46. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1007/s10902-022-00544-z\u003c/span\u003e\u003cspan address=\"10.1007/s10902-022-00544-z\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eYu S, Zhang F, Nunes LD, Deng Y, Levesque-Bristol C. Basic psychological needs as a predictor of positive affects: A look at peace of mind and vitality in Chinese and American college students. J Posit Psychol. 2020;15(4):488\u0026ndash;99. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1080/17439760.2019.1627398\u003c/span\u003e\u003cspan address=\"10.1080/17439760.2019.1627398\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eDatu JAD. Peace of mind, academic motivation, and academic achievement in Filipino high school students. Span J Psychol. 2017;20:E22. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1017/sjp.2017.19\u003c/span\u003e\u003cspan address=\"10.1017/sjp.2017.19\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eDatu JAD, Valdez JPM, King RB. Exploring the association between peace of mind and academic engagement: Cross-sectional and cross-lagged panel studies in the Philippine context. J Happiness Stud. 2018;19:1903\u0026ndash;16. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1007/s10902-017-9902-x\u003c/span\u003e\u003cspan address=\"10.1007/s10902-017-9902-x\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eConstantinou C, Georgiades S, Papageorgiou A. (2020). PEACE of mind: Guidelines for enhancing psychological support for medical students. \u003cem\u003eMedEdPublish\u003c/em\u003e, \u003cem\u003e9\u003c/em\u003e. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.15694/mep.2020.000119.1\u003c/span\u003e\u003cspan address=\"10.15694/mep.2020.000119.1\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eFu MM, Fu MW, Chen RY, Chan HL, Lee TSH, Fu E. Life satisfaction and peace of mind among dentists: a cross-sectional study. Clin Oral Invest. 2023;27(11):6421\u0026ndash;8. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1007/s00784-023-05245-2\u003c/span\u003e\u003cspan address=\"10.1007/s00784-023-05245-2\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eGarnefski N, Kraaij V, Spinhoven P. Negative life events, cognitive emotion regulation and emotional problems. Pers Indiv Differ. 2002;30(8):1311\u0026ndash;27. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1016/S0191-8869(00)00113-6\u003c/span\u003e\u003cspan address=\"10.1016/S0191-8869(00)00113-6\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eAffleck G, Tennen H. Construing benefits from adversity: Adaptational significance and dispositional underpinnings. J Pers. 1996;64(4):899\u0026ndash;922. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1111/j.1467-6494.1996.tb00948.x\u003c/span\u003e\u003cspan address=\"10.1111/j.1467-6494.1996.tb00948.x\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003ePark CL. Making sense of the meaning literature: an integrative review of meaning making and its effects on adjustment to stressful life events. Psychol Bull. 2010;136(2):257.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eTugade MM, Fredrickson BL. Resilient individuals use positive emotions to bounce back from negative emotional experiences. J Personal Soc Psychol. 2004;86(2):320\u0026ndash;33. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1037/0022-3514.86.2.320\u003c/span\u003e\u003cspan address=\"10.1037/0022-3514.86.2.320\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eRiepenhausen A, Wackerhagen C, Reppmann ZC, Deter HC, Kalisch R, Veer IM, Walter H. Positive cognitive reappraisal in stress resilience, mental health, and well-being: A comprehensive systematic review. Emot Rev. 2022;14(4):310\u0026ndash;31. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1177/17540739221114642\u003c/span\u003e\u003cspan address=\"10.1177/17540739221114642\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eWang D, Li S, Hu M, Dong D, Tao S. Negative academic emotion and psychological well-being in Chinese rural-to-urban migrant adolescents: Examining the moderating role of cognitive reappraisal. Front Psychol. 2017;8:273024. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.3389/fpsyg.2017.01312\u003c/span\u003e\u003cspan address=\"10.3389/fpsyg.2017.01312\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003ePogrebtsova E, Craig J, Chris A, O'shea D, Gonz\u0026aacute;lez-Morales MG. Exploring daily affective changes in university students with a mindful positive reappraisal intervention: A daily diary randomized controlled trial. Stress Health. 2018;34(1):46\u0026ndash;58. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1002/smi.2759\u003c/span\u003e\u003cspan address=\"10.1002/smi.2759\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eShum C, Dockray S, McMahon J. The relationship between cognitive reappraisal and psychological well-being during early adolescence: A scoping review. J Early Adolescence. 2024;02724316241231918. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1177/02724316241231918\u003c/span\u003e\u003cspan address=\"10.1177/02724316241231918\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eHaga SM, Kraft P, Corby EK. Emotion regulation: Antecedents and well-being outcomes of cognitive reappraisal and expressive suppression in cross-cultural samples. J Happiness Stud. 2009;10:271\u0026ndash;91. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1007/s10902-007-9080-3\u003c/span\u003e\u003cspan address=\"10.1007/s10902-007-9080-3\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eMcCullough ME, Emmons RA, Tsang J-A. The grateful disposition: A conceptual and empirical topography. J Personal Soc Psychol. 2002;82:112\u0026ndash;27. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1037/0022-3514.82.1.112\u003c/span\u003e\u003cspan address=\"10.1037/0022-3514.82.1.112\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eZhen R, Liu RD, Ding Y, Jiang R, Jiang S, Hong W. Gratitude and academic engagement among primary students: Examining a multiple mediating model. Curr Psychol. 2021;40:2543\u0026ndash;51. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1007/s12144-019-00202-3\u003c/span\u003e\u003cspan address=\"10.1007/s12144-019-00202-3\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eGarnefski N, Kraaij V. The cognitive emotion regulation questionnaire: Psychometric features and prospective relationships with depression and anxiety in adults. Eur J Psychol Assess. 2007;23:141\u0026ndash;9. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1027/1015-5759.23.3.141\u003c/span\u003e\u003cspan address=\"10.1027/1015-5759.23.3.141\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eLee YC, Lin YC, Huang CL, Fredrickson BL. The construct and measurement of peace of mind. J Happiness Stud. 2013;14:571\u0026ndash;90. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003e10.1007/s10902-012-9343-5\u003c/span\u003e\u003cspan address=\"10.1007/s10902-012-9343-5\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003ePodsakoff PM, Organ DW. Self-reports in organizational research: problems and prospects. J Manag. 1986;12(4):531\u0026ndash;44. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1177/014920638601200408\u003c/span\u003e\u003cspan address=\"10.1177/014920638601200408\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eFornell C, Larcker DF. Evaluating structural equation models with unobservable variables and measurement error. J Mark Res. 1981;18(1):39\u0026ndash;50. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1177/002224378101800104\u003c/span\u003e\u003cspan address=\"10.1177/002224378101800104\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eAnderson JC, Gerbing DW. Structural equation modelling in practice: a review and recommended two-step approach. Psychol Bull. 1988;103(5):411\u0026ndash;23. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1037//0033-2909.103.3.411\u003c/span\u003e\u003cspan address=\"10.1037//0033-2909.103.3.411\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eHu LT, Bentler PM. Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Struct Equation Modeling: Multidisciplinary J. 1999;6(1):1\u0026ndash;55. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1080/10705519909540118\u003c/span\u003e\u003cspan address=\"10.1080/10705519909540118\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eBentler PM. Comparative fit indexes in structural models. Psychol Bull. 1990;107(2):238. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1037/0033-2909.107.2.238\u003c/span\u003e\u003cspan address=\"10.1037/0033-2909.107.2.238\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eChen F, Curran PJ, Bollen KA, Kirby J, Paxton P. An empirical evaluation of the use of fixed cutoff points in RMSEA test statistic in structural equation models. Sociol Methods Res. 2008;36(4):462\u0026ndash;94. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1177/0049124108314720\u003c/span\u003e\u003cspan address=\"10.1177/0049124108314720\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eHair JF, Risher JJ, Sarstedt M, Ringle CM. When to use and how to report the results of PLS-SEM. Eur Bus Rev. 2019;31(1):2\u0026ndash;24.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eLittle RJ. A test of missing completely at random for multivariate data with missing values. J Am Stat Assoc. 1988;83(404):1198\u0026ndash;202.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eEnders CK. Applied missing data analysis. New York: Guilford Press; 2010.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eTabachnick BG, Fidell LS. Using Multivariate Statistics. 6th ed. Boston: Pearson; 2013.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eKline RB. Principles and Practice of Structural Equation Modeling. 4th ed. New York: Guilford Press; 2015.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003ePodsakoff PM, MacKenzie SB, Lee JY, Podsakoff NP. Common method biases in behavioral research: a critical review of the literature and recommended remedies. J Appl Psychol. 2003;88(5):879. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1037/0021-9010.88.5.879\u003c/span\u003e\u003cspan address=\"10.1037/0021-9010.88.5.879\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eHarman HH. Modern factor analysis. University of Chicago Press; 1976.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eLindell MK, Whitney DJ. Accounting for common method variance in cross-sectional research designs. J Appl Psychol. 2001;86(1):114.\u003c/span\u003e\u003c/li\u003e\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":false,"highlight":"","institution":"","isAcceptedByJournal":true,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"bmc-psychology","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"psyo","sideBox":"Learn more about [BMC Psychology](http://bmcpsychology.biomedcentral.com/)","snPcode":"","submissionUrl":"","title":"BMC Psychology","twitterHandle":"BMC_series","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"BMC Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true},"keywords":"Gratitude, Positive reappraisal, Peace of mind, Psychological well-being, College students, Academic pressure, Mental health","lastPublishedDoi":"10.21203/rs.3.rs-4476792/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-4476792/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eThis study investigated the relationships between gratitude, positive reappraisal, peace of mind, and psychological well-being among Chinese college students using a cross-sectional design. Participants included 336 undergraduate students from various disciplines, recruited from four universities in mainland China. Self-reported measures assessed gratitude, positive reappraisal, peace of mind, and psychological well-being. Preliminary analyses ensured data quality and addressed potential common method bias. Confirmatory factor analysis supported the hypothesized measurement model, and structural equation modeling revealed significant direct effects of gratitude, positive reappraisal, and peace of mind on well-being. Additionally, gratitude and positive reappraisal demonstrated significant indirect effects on well-being mediated by peace of mind. Measurement invariance testing confirmed that the model operated equivalently across gender groups, supporting the robustness and generalizability of the findings. These results highlight the importance of gratitude, positive reappraisal, and peace of mind in promoting psychological well-being among college students, particularly in high-pressure academic environments.\u003c/p\u003e","manuscriptTitle":"Examining the Role of Peace of Mind, Gratitude, and Positive Reappraisal in Predicting Psychological Well-being Among College Students","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2024-06-11 20:38:36","doi":"10.21203/rs.3.rs-4476792/v1","editorialEvents":[{"type":"communityComments","content":0},{"type":"decision","content":"Revision requested","date":"2024-11-15T15:03:03+00:00","index":"","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2024-11-12T23:28:41+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2024-11-10T19:27:39+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2024-11-02T01:34:52+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"89876959673503525008016114593438136982","date":"2024-11-01T18:46:55+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"5100789354668238942482134121569047726","date":"2024-10-29T02:20:22+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"140351088239366193123881572947559329532","date":"2024-10-29T01:53:47+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"155261571804175466673143230257235480605","date":"2024-10-29T00:54:59+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"71134411328978222294768585577956811858","date":"2024-10-29T00:54:50+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"131815320676299538465291680504439545469","date":"2024-10-26T16:07:47+00:00","index":"hide","fulltext":""},{"type":"reviewersInvited","content":"","date":"2024-07-17T03:51:20+00:00","index":"","fulltext":""},{"type":"editorInvited","content":"","date":"2024-05-28T18:20:20+00:00","index":"","fulltext":""},{"type":"checksComplete","content":"","date":"2024-05-27T02:55:16+00:00","index":"","fulltext":""},{"type":"editorAssigned","content":"","date":"2024-05-27T02:55:16+00:00","index":"","fulltext":""},{"type":"submitted","content":"BMC Psychology","date":"2024-05-25T12:30:57+00:00","index":"","fulltext":""}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"bmc-psychology","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"psyo","sideBox":"Learn more about [BMC Psychology](http://bmcpsychology.biomedcentral.com/)","snPcode":"","submissionUrl":"","title":"BMC Psychology","twitterHandle":"BMC_series","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"BMC Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"ced7f06f-b2e2-4575-a719-ca3a736084e3","owner":[],"postedDate":"June 11th, 2024","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"published-in-journal","subjectAreas":[],"tags":[],"updatedAt":"2025-10-06T16:09:02+00:00","versionOfRecord":{"articleIdentity":"rs-4476792","link":"https://doi.org/10.1186/s40359-025-03445-x","journal":{"identity":"bmc-psychology","isVorOnly":false,"title":"BMC Psychology"},"publishedOn":"2025-09-29 15:57:30","publishedOnDateReadable":"September 29th, 2025"},"versionCreatedAt":"2024-06-11 20:38:36","video":"","vorDoi":"10.1186/s40359-025-03445-x","vorDoiUrl":"https://doi.org/10.1186/s40359-025-03445-x","workflowStages":[]},"version":"v1","identity":"rs-4476792","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-4476792","identity":"rs-4476792","version":["v1"]},"buildId":"qtupq5eGEP_6zYnWcrvyt","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}