Psychological resilience reflects the capacity to bounce back from stress, which plays an important role in health and well-being. However, less is known about the neural substrate for psychological resilience and the underlying mechanism for how psychological resilience enhances subjective well-being in the healthy brain. To investigate these issues, we employed fractional amplitude of low-frequency fluctuations (fALFF) measured with resting-state fMRI in 100 young healthy adults. The correlation analysis found that higher psychological resilience was related to lower fALFF in the left orbitofrontal cortex (OFC), which is involved in reward-related processing and emotion regulation. Furthermore, the mediation analysis indicated that psychological resilience acted as a full mediator of the association between the fALFF in left OFC and subjective well-being indicators (i.e. life satisfaction and hedonic balance). Importantly, these results remained significant after controlling for the effect of gray matter volume and regional homogeneity in the region. Overall, the present study provides the further evidence for functional neural substrates of psychological resilience and reveals a potential mechanism that psychological resilience mediates the effect of spontaneous brain activity on subjective well-being.

Background University academic setting consists of specific life stressors such as burnout that influence a student’s psychological well-being. Previous literature has shown the role of social support and learning motivation, but little research is known about how these variables, of social support and learning motivation, can mediate the relationship. Methods We recruited 486 participants from three Chinese universities with an age range of 18–35 years. Measures in the study include Maslach Burnout inventory (MBI) for college students, Multidimensional Scale of Perceived Social Support (MSPSS), motivation strategy learning scale, and psychological well-being by Ryff. Ethical approval was gained from the respondents. Results Findings suggest that social support plays a significant role in the link between burnout and subjective well-being. Indeed, the chain mediation model of social support and learning motivation significantly indicated the link between burnout and psychological well-being. These findings show that an increase in social support at an educational institute reduces the effects of burnout and enhances psychological well-being. Conclusion The study indicates a sound interpretation of psychological well-being and reducing the level of burnout. Subsequent research has found that social support and learning motivation could be an essential variable in calculating the educational success and learning motivation of the students.

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This study aimed at examining the relationships among subjective family socioeconomic status (FSES), self-esteem (SE), social support (SS), and life satisfaction (LS) in two independent samples of Chinese adolescents. In Study 1, 510 adolescents were asked to complete a multi-section questionnaire. The mediation analyses indicated that subjective FSES predicted LS through three pathways. First, subjective FSES predicted LS through the mediating effect of SE. Second, subjective FSES predicted LS through the mediating effect of SS. Third, subjective FSES predicted LS through the serial mediating effect of SS and SE. Besides, the contrast tests revealed that the mediating effect of SE had no significant difference with that of SS. To test whether the above results are stable and replicable, we further conducted a validation study in Sample 2 ( N = 405) and found all the results remained significant. Implications for future research and limitations are discussed.

What is a good life and how it can be achieved is one of the fundamental issues. When considering a good life, there is a division between hedonic (pleasure attainment) and eudaimonic well-being (meaning pursuing and self-realization). However, an integrated approach that can compare the brain functional and structural differences of these two forms of well-being is lacking. Here, we investigated how the individual tendency to eudaimonic well-being relative to hedonic well-being, measured using eudaimonic and hedonic balance (EHB) index, is reflected in the functional and structural features of a key network of well-being—the default mode network (DMN). We found that EHB was positively correlated with functional connectivity of bilateral ventral medial prefrontal cortex within anterior DMN and bilateral precuneus within posterior DMN. Brain morphometric analysis showed that EHB was also positively correlated with gray matter volume in left precuneus. These results demonstrated that the relative dominance of one form of well-being to the other is reflected in the morphometric characteristics and intrinsic functions of DMN.

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Working in early childhood education exposes preschool teachers to a wide variety of work stressors that deplete energy and necessitate recovery. Based on the effort-recovery model and conservation of resources theory, this two-wave study examined the effects of recovery experiences (i.e., psychological detachment and relaxation) on the association between several work stressors (i.e., work overload, emotional dissonance, and work-home conflict) on the one hand, and well-being outcomes (i.e., vigor, job satisfaction, and insomnia symptoms) on the other. This study was conducted among 298 preschool teachers in China over a period of 1 year. Results showed that continuous exposure to work stressors negatively influences preschool teacher well-being over time and, more importantly, recovery experiences protect against the detrimental effects. These findings contribute to prior literature and show how preschool teachers can avoid the adverse effects of work stressors through fostering well-functioning recovery experiences during off-job time.