Weighing the Psychological Well-Being Factors among Chinese Students Using Q-Methodology

Psychological well-being (PWB) may be interpreted differently across age groups, cultural contexts, and social populations, including Chinese university students. The present study aims to investigate Chinese college students’ PWB using a mixed-methods Q-methodology approach to understand how different aspects of PWB are prioritized within this population. The present study recruited 18 participants aged 18 to 22 from various universities in China. Participants were asked to rank 33 statements adapted from Ryff’s six-factor model of PWB, followed by qualitative explanations of their ranking decisions. Factor analysis revealed four distinct viewpoints of PWB, accounting for 58% of the total variance: mastery-stability orientation, autonomy-growth orientation, efficiency-purposefulness orientation, and relationship-connectedness orientation. Despite the diversity of viewpoints, environmental mastery emerged as the most highly valued dimension of PWB across all factors, whereas self-acceptance was consistently rated as the least important. The findings suggest that PWB among Chinese college students is not driven by a single dominant value. Instead, it reflects a combination of personal developmental priorities and culturally shaped values during a rapid transitional life stage. These results highlight the importance of future-oriented striving and competence in managing one’s environment. Accordingly, universities may consider developing programs that support students’ purpose formation and environmental mastery to enhance psychological well-being.