University students’ spiritual wellbeing has been shown to be associated with quality, satisfaction, and joy of life. This study tested the relationship between spiritual wellbeing and symptoms of psychological disorders (i.e., depression, anxiety and stress) among Chinese university students in Hong Kong. Cross-sectional data were collected from N = 500 students (aged 17–24; 279 women). The participants were asked to complete the Spiritual Health and Life-Orientation Measure (SHALOM) to evaluate the status of their spiritual wellbeing in the personal and communal, environmental, and transcendental domains, and the Depression, Anxiety and Stress Scale-21 (DASS-21) to assess their emotional states of depression, anxiety and stress. All domains of spiritual wellbeing were negatively associated with psychological distress. Hierarchical Multiple Regression showed that together the three domains of spirituality explained 79.9%, 71.3% and 85.5% of the variance in students’ depression, anxiety and stress respectively. The personal and communal domain of spiritual wellbeing was the strongest predictor of psychological distress.
Background: This research examined the relationship between trait emotional intelligence and the career adaptability of Chinese youths in Hong Kong.Method: Cross-sectional data (N = 500) were collected from two universities in 2019 and 2020. The 2019 sample consisted of 256 Chinese university students (117 males, 139 females; ages 21-25). The 2020 sample included 244 Chinese university students (132 males, 112 females; ages 21-25). The participants were asked to complete the Wong and Law Emotional Intelligence Scale (WLEIS) to evaluate their emotional intelligence in the domains of self-emotion appraisal, other people's emotion appraisal, regulation of emotion, and use of emotion. The participants completed the Career Adapt-Abilities Scale (CAAS) to assess their career adaptability in the areas of concern, control, curiosity, and confidence. Results: All domains of trait emotional intelligence were positively associated with career adaptability. Multiple Regression analysis showed that self-emotion appraisal and other people's emotional appraisal were the most predictive of career adaptability. Together, these two dimensions of emotional intelligence explained 12.5%, 26.2%, 13.4% and 69.4% of the variance in students’ concern, control, curiosity, and confidence in relation to career adaptability, respectively. Conclusion: The results highlight the importance of incorporating emotional intelligence into the curriculum for students, so they are better prepared for changes over the course of their careers.
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