This study aimed to investigate the attitudes, themes, and negative emotions associated with dreams in 1,242 Chinese college students (74.4% female, 25.6% male; aged 18-30 years, M age = 19.29, SD age = 1.38) in the postpandemic period. Data were obtained using an online questionnaire survey. The results indicated that the attitude of Chinese college students toward dreams in the postepidemic period was generally positive, the number of dream memories increased, and many dreams focused on a relatively rare theme of "having magical powers," which was prevalent in students who were also experiencing negative emotions. Students reported depression, anxiety, and stress more frequently after the pandemic than before and during the pandemic, and depression was found to be negatively related to dream attitudes. The findings of this study shed light on the typical dreams, emotions, and dream attitudes of Chinese college students during the postepidemic period. The study results will allow other researchers to further conduct such studies and use the epidemic as the node to understand research on the dreams of Chinese college students, and the changes in their dreams before, during, and post the COVID-19 pandemic.
High school is a critical time for individual development, during which significant physical and mental changes related to puberty occur. Therefore, high school students’ mental health requires more attention from schools, families, and society. Our study explored high school students’ present status and family functioning characteristics, psychological capital, cognitive-emotion regulation, and life satisfaction by surveying 917 students in China. Data were analysed using independent sample t-tests, one-way analysis of variance, regression analysis, structural equation modelling, and path analysis. Our results showed that family function was positively correlated with life satisfaction, psychological capital, and positive emotion regulation strategies. Negative emotion regulation strategies were inversely correlated with these variables. The variable of cognitive emotion regulation has two dimensions, positive and negative. Cognitive-emotional regulation and psychological capital had sequential mediating effects between family function and life satisfaction. The results of this study offer new explanations for the mechanisms of family functioning on life satisfaction, how family functioning affects life satisfaction via cognitive-emotional regulation and psychological capital, and have some implications for family parenting. It also provides critical theoretical and practical guidance for schools to emphasise the use of positive cognitive-emotional regulation and the development of students’ psychological capital levels in teaching and learning, thereby improving individual life satisfaction further. These findings highlight the importance of considering emotion regulation strategies and psychological capital when determining students’ life satisfaction, and ensuring a healthy family environment.
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