Psychological predictors of happiness mindset among university students: The roles of emotion regulation, optimism, cognitive flexibility, sense of purpose, and self-awareness

Abstract

Positive psychology has introduced the concept of a happiness mindset; however, current research offers only limited insight into its cognitive and emotional predictors among university students. This study examined how emotion regulation, optimism, cognitive flexibility, sense of purpose, and self-awareness contribute to the happiness mindset among university students, offering a comprehensive evaluation of five psychological factors within a cohesive predictive model. A cross-sectional correlational design was employed, with hierarchical regression used to evaluate the distinctive impact of each psychological factor. A sample of 155 undergraduate students (73.5% female; M_age = 23.76) completed six standardized measures: The Life Orientation Test-Revised, Emotion Regulation Questionnaire, Cognitive Flexibility Inventory, Purpose in Life Test, Self-Reflection and Insight Scale, and Happiness Mindset Scale. Participants reported moderate levels of happiness mindset, average optimism, and a relatively high sense of purpose. Correlational analyses revealed that a happiness mindset was negatively associated with cognitive emotion regulation, optimism, and cognitive flexibility–control. Hierarchical regression identified cognitive emotion regulation as a significant negative predictor (β = –0.24, p = 0.03), while self-reflection showed a marginal positive trend (β = 0.21, p = 0.08). No significant differences were found based on age or gender, but employed students reported higher happiness levels than their unemployed peers. Findings suggest that adaptive emotion regulation plays a central role in cultivating a sustainable happiness mindset in emerging adults. The results underscore the importance of targeted psychoeducational interventions to enhance emotional flexibility and self-awareness in university settings.